DUKE 
~ UNIVERSITY 
LIBRARY 


Gift of 


James E. Jordan, Jr. 


PREFACE 


Tuis book, with its new title, “Teacher-Training Lessons,” is an 
enlargement and adaptation of the former handbook, ‘Revised 
Normal Lessons,” first published in 1893 and again revised in 1907, 
which was itself a revision of an earlier work, ‘‘Outline Normal Les- 
sons,” published in 1885, from lessons which had been originally 
printed as leaflets for use in the class. 

The reason for another revision, so soon after that of 1907, is that 
the International Teacher-Training Committee, authorized by the 
International Sunday School Association, have established a standard 
for obtaining their diploma; and it became desirable to prepare a 
new edition of lessons for the equipment of Sunday school teachers, 
fully conformed to that standard. A few new lessons have been 
added to those already contained in ‘‘Revised Nermal Lessons’; 
and many of the lessons have been divided, in order to make them 
more easily taught, upon the advice of a number of practical teachers 
engaged in the work of training other teachers. 

Inasmuch as the changes made practically a new book, it was 
thought well to give it a new title, and ‘“‘teacher-training’”’ being now 
the term generally adopted in the Sunday school, in place of the 
former word “normal,” the title ‘‘Teacher-Training Lessons for the 
Sunday School’’ was chosen. 

In this book I have sought to present a general view of the most 
important subjects necessary to a knowledge of the Bible and of 
Sunday school work. All the lessons of the former work have been 
carefully revised, and many of them have been rewritten. A work 
of this character can have little that is new; for it aims to present 
the old and accepted facts and principles. We make no claim of 
originality, either in matter or in method, but have simply aimed 
to furnish such an arrangement of needed information as would best 
serve those who are preparing to teach in the Sunday school. 

The teacher-training work in the Sunday schools of America is 

5, 


4 PREFACE 


largely an outgrowth of the Chautauqua movement. There were 
courses for the instruction of Sunday school teachers before the first 
Chautauqua Assembly in 1874, and text-books for their use; but 
Chautauqua gave an impulse to the work and supplied it with plans 
and instructors. The normal text-leaves prepared by Dr. John H. 
Vincent—now one of the bishops of the Methodist Episcopal Church— 
afterward gathered and revised as ‘“‘The Chautauqua Normal Guide,” 
have furnished many of the subjects and suggested much of the 
method in all the best normal teaching in our Sunday schools. 

It is the author's hope that this book may be found useful in awak- 
ening an interest in the Bible and aiding those who are seeking for 
preparation in teaching it. Jesse L. Hurwsut. 

May 7, 1908. 


TABLE OF CONTENTS 


PAGE 
ERIRRIAGEDelelcioi ies sj sicisie «\eclre slelejeis'le sjsisiajs SagodS sho onODe dopsoe 0S 
Books FOR FURTHER STUDY........+- etavaKalavale efettnte/aleuetetogs eieies)=\-meunty, 

PART I 
Four Lrssons ON THE Book anp Its Books 
TRESSON) le) DRETE) BOO Ree, )e) =o c)s ics ae aye 0 aieeioie'eye dicccncadacbouue. | ©) 
Lesson II. THE OLD TESTAMENT BOOKS.......... coabadcucc pease 
Lesson III. THE NEw TESTAMENT BOOKS.........006 sondoopon HZ 
Lesson IV. REVIEW OF THE Book AnD Its Books....... aceooe | 25 
PART II 
ELEvEN Lessons 1N BisLe History 
Lesson VV. Oxp TesTaMENT History. PartI..........00+- 16 
Lesson VI. Oxp TEesTAMENT History. Parr II............. 18 
Lesson VII. O_p TEsTAMENT History. ParTIIl..... S60 20 
Lesson VIII. O_tp TEsTAMENT History. ParTIV........... 21 
Lesson IX. Otp TEstTaMENT History. PArT V......0. een 28 
Lesson X. New TEsTAMENT History. Part I Siofereloverstoreten easy 
Lesson XI. New Testament History. ParrIl..... pod0c00 By 
Lesson XII. New TesTaMENT History. ParTIII............ 209 
Lesson XIII. New Testament History. ParTIV............ 30 
Lesson XIV. New TESTAMENT HIsTORY. PART Vececoeseseess 32 
Lesson XV. REVIEW OF BIBLE HISTORY. ..ccsccccscccccssecs 34 
PART III 
THIRTEEN LEssoNs IN BIBLE GEOGRAPHY 

LEsson XVI. THE Otp TEsTAMENT WortD. ParTlI....... 35 
Lesson XVII. THE Otp TEsTaAMENT WorLD. ParTIl....... 39 
Lesson XVIII. Tue Otp TesTaMENT WoritpD. Part IIl...... 41 
LESSON XIX. THE New TESTAMENT WorLD. Parr l....... 43 
LEssoNn XX. THe New TestaMENT WortD. ParTII....-.. 45 
LEsson XXI. THe NEw TEsTAMENT WortpD. ParTIII..... 46 
Lesson XXII. Toe Lanp of PaLesTINE. ParTI........... 47 
Lesson XXIII. Toe Lanp or PALEsTINE. ParTIl.......... 50 
Lesson XXIV. Tue Land or PALEsTINE. ParTIII......... 54 
LESSON XXV. THE LAND OF PALESTINE. PARTIV.....0.--- 56 
Lesson XXVI. THE City oF JERUSALEM. ParTI........... 61 
Lesson XXVII. THe City oF JERUSALEM. ParTII........... 65 
Lesson XXVIII. 67 


REVIEW OF BIBLF GEOGRAPHY .cccccccseccccs 
§ 


6 CONTENTS 
PART IV 
Nine Lessons 1n BisBteE InstiItTuTIONS PAGE 
Lesson XXIX. THE ALTAR AND ITs OFFERINGS........ alate 0 OO 
LEssoNn XXX. THe TABERNACLE, .,...54\. « «0/0 2s eee enn q1 
Lesson XXXII. THe Tempter. Part I. 3... nee 75 
LEsson’ XXXII. THe TempLe. Parr Ill f) 20. 2o. eee 78 
Lesson XXXIII. THE Synacocue. Parrl.................. 79 
Lesson XXXIV. Tue Synacocue. ParTIl................. 81 
Lesson XXXV. THE SacreD YEAR. ParrlI................ 82 
Lesson XXXVI. THE SACRED YEAR. ParTIl.............. <i Be 
Lesson XXXVII. REVIEW oF BIBLE INSTITUTIONS..... ve cls ate OO 
PART V 
TWELVE LESSONS ON THE PuPIL 
Lesson XXXVIII. Tue LittLe Becinners. Partl.......... 87 
Lesson XXXIX. THE LitTtLe BecInNeRS. ParTIl......... 89 
LESSON XL. THe Primary Pupits. Partl............ go 
LEssoNn XLI. THe Primary Pupits. Parr Il............ 92 
LESSON XLII. THe Junior Pupizs. Partl.............. 94 
LESSON XLIII. Tur Junior Pupits. PartIl............. 97 
LEssoNn XLIV. Tue INTERMEDIATE Pupits. Parrl....... 99 
LESSON XLV. THe INTERMEDIATE Pupits. Part Il....... 102 
LESSON XLVI. THE SENIOR STUDENTS. ParTlI........... 104 
LEsson XLVII. THE SENIoR StuDENTs. ParTIl........... 106 
Lesson XLVIII. Toe Aputt STUDENTS................- .. 108 
LEsson XLIX. REvIEw oF LESSONS ON THE PUPIL......... III 
PART VI 
SEVEN LEssoNS ON THE TEACHER 
Lesson L. THE TEACHER’S QUALIFICATIONS...... Pe Caio . r12 
Lesson LI. THE TEACHER’s STUDY OF THE BIBLE............. 115 
Lesson LII. THe TEACHER’s“STuDY oF His LESSON............ 118 
Lesson LIII. PRINCIPLES OF TEACHING..... ...2-eeeeeeeeecee I2I 
LESSON LIV. QUESTIONING 0c a01¢ o/0-0 «= «s/o o/c sles 2 )y)0 eee 124 
Lresson LV. ILLUSTRATION. J... 2000+ cles ccc 1s ee iaiee So ray 
Lesson LVI. REvIEW oF LESSONS ON THE TEACHER..... Soret: 130 
PART VII 
SEVEN LEssoNs ON THE SUNDAY SCHOOL 
Lesson LVII. THe History oF THE SUNDAY SCHOOL.......... 131 
Lesson LVIII. THE DEFINITION OF THE SUNDAY SCHOOL....... 133 
Lesson LIX. THE SuNDAY SCHOOL AND THE CHURCH......... 135 
Lesson LX. THE ORGANIZATION OF THE SUNDAY SCHOOL..... 137 
Lesson LXI. THE GRADING OF THE SUNDAY SCHOOL.......... 139 
Lesson LXII. Sunpay ScHooL EVANGELISM...........+-++-05 142, 


Lesson LXIII. REviEw oF LESSONS ON THE SUNDAY SCHOOL... 144 


BOOKS FOR FURTHER STUDY 


General Works of Reference 


The Peo ope s Bible Encyclopedia. C._R. Barn 

Smith’s Dictionary of the Bible, Peloubet’s or t Schaf’ s edition, 
Cruden’s or James Strong’s Concordance. 

Hastings’s Dictionary of the Bible. 5 vols. 

The Topical Bible: a Digest of Holy Scripture. O. J. Nave 


Origin and Books of the Bible 


The Old Documents and the New Bible. J. P. Smyth. 
How We Got Our Bible. J. P. Smyth. 

How to Read the Bible. W. F. Adeney. 

Introduction to the Old Testament. C. H. H. Wright. 
The Bible, its Origin and Nature. Marcus Dods. 

The Messages of the Books. F. W. Farrar. 

The Teachings of the Books. Willett and Campbell. 
Outlines of an Introduction to the Old Testament. J. W. Beardslee 
Bible Study by Books. H. T. Sell. 

The Old Testament and Its Books. J. Robertson. 
The Literary Study of the Bible. R.G. Moulton. 


Old Testament History 


Manual of Bible History. Blaikie. 

Short History of the Hebrews. Ottley. 

Outline Studies in the Old ecament. “J. L. Hurlbut. 
Four Centuries of Silence. R.A. Redford. 

Bible Study by Periods. H. T. Sell. 

History of Ae Hebrew People. C. F. Kent. 


New Testament History 


Life ot Christ. James Stalker 

Life and Times of Jesus. Edersheim. 

The Student’s Life of Jesus. G. H. Gilbert. 

Harmony of the Gospels. Stevens and Burton. 
Outline Studies in the New Testament. J. L. Hurlbut. 
St. Paul the Traveler and Roman Citizen. Ramsay. 
History of the Apostolic Church. O. J. Thatcher. 
Early Years of Christianity. E. de aaa 

Early Days of Christianity. F. W. Farrar. 

Life and Work of St. Paul. F. W. Farrar. 

Life and Epistles of St. Paul. Conybeare and Howson. 


7 


8 BOOKS FOR FURTHER STUDY 


Bible Geography 


Historical Googe of the Holy Land. G. A. Smith. 
The Bible and Modern Discoveries. H. A. Harper. 
Manual of Biblical ris ae soe J. L. Hurlbut. 

Palestine with Maps. A. Henderson. 

The Holy Land in Geography and History. T. MacCoun, 
The Land of Israel. R. L. Stewart. 

Historical Geography of Bible Lands. J. B. Calkins. 


Bible Institutions 


Palestine in the Time of Christ. E. Stapfer. 

The Jewish People in the Time of Christ. E. Schtirer. 
The Temple and Its Ministry. Edersheim. 

In the Time of Jesus. Seidel. 


Christian Evidences 


Manual of Christian Evidences. G. P. Fisher. 
Nature and Method of Revelation. G. P. Fisher. 
The Credentials of the pore. J. A. Beet. 

The New Apologetic. M.S. Terry. 


The Sunday School 


The Modern Sunday School. J. H. Vincent. 

Yale Lectures on the Sunday School. H.C. Trumbull. 
The Modern Sunday School. G. M. Boynton. 

Sunday School Success. A. R. Wells. 

The Pedagogical Bible School. S. B. Haslett. 

How to Conduct a Sunday School. M. Lawrance. 
After the Primary—What? A. H. McKinney. 


The Teaching Work 


Teachers and Teachin,, H. C. Trumbull. 

Study of Child Nature. Elizabeth Harrison, 

Seven Laws of Teaching. Gregory. 

Telling Bible Stories. L. C. Houghton. 

Practical Primary Plans. Israel P. Black. 
Teacher-Training for the Sunday School. Charles Roads. 
Ways of Working. A. F. Schauffler. 


PART | 


FOUR LESSONS ON THE BOOK AND ITS BOOKS 


LESSON I. THE BOOK. 

LESSON II. THE OLD TESTAMENT BOOKS. 

LESSON III. THE NEW TESTAMENT BOOKS. 

LESSON IV. REVIEW OF THE BOOK AND ITS BOOKS. 


LESSON I. THE BOOK 


I. The word Bible is derived from the Greek word biblos, which 
means book. There is but one volume in the world which is worthy 
of the name ‘‘the Book.” 

II. Search the following texts, and learn from them the names 
applied to the Bible in the book itself: 

1. Eph. 6 17; Heb. 4. 12; Rom. 3. 2. This name represents the 
divine revelation as a spoken utierance. 

2. John 5. 39; Acts 17. 11; 2 Tim. 3.16, This name indicates the 
divine revelation as the written Word. 

3- Josh. 1. 8; Deut. 17. 18; Neh. 8. 8. This name shows the sacred 
writings gathered together as a volume. 


It would be a valuable exercise for the members of the class to find throughout the 
Bible the various names and titles given to the Word of God. Psalm 119 will furnish 
many 


IIl. The Bible is a book of books; 
that is, a volume made up of many 
smaller books and tracts. 

1. Some think that they can trace- 
in this volume the writings of at 
least thirty-six different authors. 

2. We find 
AUTHORS. that it con- 
6 BOOKS. tains sixty- 
CENTURIES, six different 
books. 

3. It is believed that between the 
composition of the earliest and the 
latest portions of the Bible at least THE ANCIENT BOOK 
sixteen centuries intervened. These e 
figures, 36, 66, 16, are given, not all as certain facts, but as aids to 
memory. 


9 


10 TEACHER-TRAINING LESSONS 


4. The number of the books in the Old Testament is thirty-nine; 
in the New Testament is twenty-seven, making a total of sixty-six. 


This may be illustrated as follows: Write on the black- 

i “i many letters are there in the word “old”? Ans. Three. 

How many are there in the word “testament”? Ans. 

Nine. Write the figure under each word, and the num- 
ber 39 will represent the books in the Old Testament. 


In the same manner the number of books in the New 


NEW TESTAMENT Testament may be shown, except that between the two 
Sige figures we place the sign X, which is the symbol for Christ 
3 E who is the theme of the New Testament, and is also the 


sign of multiplication, 3 x 9 = 27, which is the number 
of books in the New Testament. 

IV. The divisions of the Old Testament. The Old Testament is 
divided into five parts, as follows: 

1. The Books of the Law. 5 books. These were formerly called 
“the Pentateuch,’”’ a word meaning ‘‘five books’; but the name is 
now used less than ‘‘Books of the Law.” 

2. The Historical Books. 12 books. . 

3. The Poetical Books. 5 books. 

4. The Major Prophets. 5 books. 

5. The Minor Prophets. 12 books. 


Draw on the board a large hand. The five fingers will represent the five divisions of 
the Old Testament. Indicate them by writing the initial letters and by the number 
of books in each division. 


TEACHER-TRAINING LESSONS 71 


If there is room on the blackboard for another outline, the following may be added; 
or it may be placed upon another board. By means of this outline the entire lesson 
should be reviewed. ‘The student may read the lesson from this outline as a test. 

Review the entire lesson by the aid of the following 


BLACKBOARD OUTLINE 


I. Bib. Gk. “bib.” ‘The B—.” 
II. Name. 1. Wo. L. 2. Scr. 3. Bk. L. 
III. Auth. Bks. Cent. O. T. Bks. N. T. Bks. 


IV. O.T. Div. Law. 5. Hist. 12. Poet. 5. Maj. Pr. 5. 
Min. Pro. 12. 


REVIEW QUESTIONS 


From what word is the word Bzble derived? 

What does the word mean? 

Why is this word appropriate to the Bible? 

Give three names or titles of the Bible found in the book itself. 
How many persons wrote the books of the Bible? 

How many centuries were employed in its composition? 
How many books are included in the Old Testament? 
How many books in the New Testament? 

How many books in the whole Bible? 

What are the divisions of the Old Testament? 

How many books are included in each division? 


LESSON II. THE OLD TESTAMENT BOOKS 


In teaching, this lesson may be divided into two parts, including in the first part 
Sections I, II, III, and in the second part Sections IV, V. 

Every Sunday school scholar, and especially every Sunday school 
teacher, should be thoroughly familiar with the names and order of 
the books in the Bible. He should be able to turn in a moment te 
any book, knowing where it is to be found in the volume. 

In teaching the names of the Old Testament books we use the same 
diagram as in the last lesson, writing upon each finger the initials of 
the books in the division. 

I. To the Books of the Law belong five books: Gen’e-sis, Ex’o-dus, 
Le-vit’i-cus, Num/’bers, Deu’ter-on’o-my. 

II. The Historical Books are twelve. For convenience in memoriz- 
ing the list we arrange them in three subdivisions, as follows: 

1. Josh’u-a, Judg-es, Ruth. 

2. First and Second Sam/u-el, First and Second Kings, First and 
Second Chron’i-cles, 


Beh TEACHER-TRAINING LESSONS 


3. Ez’ra, Ne’he-mi’ah, Es’ther. 

III. The Poetical Books are five: Job, Psalms, Prov’erbs, Ec-cle’: 
si-as’tes, Sol’o-mon’s Song. 

IV. The major (or greater) Prophetical Books are five: I-sa’iah, 
Jer’e-mi’ah, Lam’en-ta’tions, E-ze’ki-el, Dan’iel. 

V. The minor (or lesser) Prophetical Books are twelve, which may 
be arranged in four subdivisions, as follows: 

1. Ho-se’a, Jo’el, A’mos. 

2. O’ba-di’ah, Jo’nah, Mi’cah. 

3. Na’hum, Hab’ak-kuk, Zeph’a-ni’ah. 

4. Hag’ga-i, Zech’a-rit’ah, Mal’a-chi. 

Another method of learning these names is by committing to mem< 
ory the following arrangement of their initial syllables: 


Ho. Jo. Am. Ob. Jo. Mi. Na. Ha. Ze. Ha. Ze. Ma. 


The names of these books should be reviewed over and over until they are thoroughly 
committed to memory. 

Let the pupils be called upon in turn to “bound a book’’!; that is, to name the divi- 
sions to which it belongs, the book which precedes it, and the book which follows it. 
For example: 

Teacher, Bound the book ot A’mos, 

Scholar, The book of A’mos is the third of the twelve minor Prophetical Books, pre 
ceded by Jo’el and followed by O’ba-di’ah. 


Another plan of testing the pupils is to call for the entire class or 
school to find a book at once, and let each one, as soon as he has found 
it, hold up his Bible with finger on the page where the book begins. 


* Suggested by Rev. W. F. Crafts, D.D., in an article in the Christian Statesman. 


TEACHER-TRAINING LESSONS 5 


REVIEW QUESTIONS 


Name the books of the Law. 

Name the three books in the first section of the historical books, 
Name the six books in the second section of the historical books. 
Name the three books in the third section of the historical books, 
Name all the twelve historical books, 

What are the poetical books? 

What are the five books of the major prophets? 

What are the three books of the first section of the minor prophets? 
Name the second section of the minor prophets. 

Name the third section of the minor prophets. 

Name the fourth section of the minor prophets. 

Name all the twelve minor prophets. 


LESSON III. THE NEW TESTAMENT BOOKS 


I. The New Testament, though less than one third the size of the 
Old, has also Five Divisions, as follows: 

1. Biographical. 4 books. 

2. Historical. 1 book. 

3. Pauline Epistles. 13 books. 

4. General Epistles. 8 books. 

5. Prophetical. 1 book. 

We arrange these in the same form as those of the Old Testament. 


4,2 C. G 


PAU. EP. 13. REE 


GEN, EP. 8, 3-325 


14 TEACHER-TRAINING LESSONS 


II. The Books of the New Testament are the following: - 

1. The four Biographical Books are Mat’thew, Mark, Luke, John. 

2. The one Historical Book is Acts. 

3. The thirteen Pauline Epistles (that is, letters of the Apostle 
Paul) may be arranged in four sections, as follows: 

1.) Ro’mans, First and Second Co-rin’thi-ans. 

2.) Ga-la’ti-ans, E-phe’si-ans, Phi-lip’pi-ans, Co-los’si-ans. 

3-) First and Second Thes’sa-lo’ni-ans, First and Second Tim’- 
o-thy. 

4.) Ti’tus, Phi-fe’mon. . 

4. The eight General Epistles are so named because most of them 
were addressed to the general Church, and not to any special church 
or person. They are He’brews,’ James, First and Second Pe’ ter, First, 
Second, and Third John, Jude. 


Though all these are called ‘‘General,” yet two of them, Second and Third John, 
are letters written to individual Christians, 


5. The one Prophetical Book is the Rev’e-la’tion, which is also 
called ‘“‘the A-poc’a-lypse,”’ which is a Greek word meaning ‘‘Revela- 
tion” or “unveiling.” 

The names of these books should be memorized in the same manner 
as has been already suggested in Lesson II. 


REVIEW QUESTIONS 


Into how many parts is the New Testament divided? 

Name the divisions of the New Testament. 

State the number of books in each division, 

Name the biographical books, 

Name the historical books. 

Name the first three Pauline Epistles. . 

Name the four books in the second section of the Pauline Epistles, 
Name the four books of the third section of the Pauline Epistles, 
Name the two books of the fourth section of the Pauline Epistles 
Repeat in order the thirteen Pauline Epistles. 

Name the eight General Epistles. 

Which of these are properly not general, but special? 

What is the prophetical book of the New Testament? 

By what other name is this book called? 

Bound the book of Acts. 

Bound the Epistle to Co-los’si-ans. 

Bound the Epistle to the He’brews, 


1 Hebrews was formerly regarded as one of the Pauline Epistles; but is now believed 
not to have been written by Saint Paul; and should take a place among the General 
Epistles. 


TEACHER-TRAINING LESSONS 15 


LESSON IV. REVIEW OF THE BOOK AND ITS BOOKS 


I. The meaning of the word Bible. 

II. Names of the Bible in the book itself. 

III. The number of its authors; the centuries of its composition; 
number of its books. 

IV. The divisions of the Old Testament and number of books in 
each division. 

V. Names of the books in each of the five divisions of the Old 
Testament. 

VI. The divisions of the New Testament. 

VII. The names of the books in each division of the New Testament. 


BLACKBOARD OUTLINE 


I. Bible. Biblos; Book. 
II. Names. Wo. Scrip. La. 
III. 36 A. 66 B. 16 C. 
IV. O.T. 1. Pent. 5. 2. Hist. 12. 3. Poet. 5. 4. Maj. 
Min. Pro. 12. 
J.J. R. = ‘. S. ae 


Maj. Pro. I. J. L. E. D. Min. ay it Jin Az 
O. J. M. N. H. Z. H. Z. M. 


PART II 


ELEVEN LESSONS IN BIBLE HISTORY 


LESSON V. OLD TESTAMENT HISTORY. PART f; 
LESSON VI. OLD TESTAMENT HISTORY. PART fi, 
LESSON VII. OLD TESTAMENT HISTORY. PART Iii, 
LESSON VIII. OLD TESTAMENT HISTORY. PART IV. 
LESSON IX. OLD TESTAMENT HISTORY. PART VY, 
LESSON xX. NEW TESTAMENT HISTORY. PART f, 
LESSON XI. NEW TESTAMENT HISTORY. PART ff. 
LESSON XII. NEW TESTAMENT HISTORY. PART Mii. 
LESSON XIII. NEW TESTAMENT HISTORY. PART IV. 
LESSON XIV. NEW TESTAMENT HISTORY. PART Y. 
LESSON XV. REVIEW OF BIBLE HISTORY. 


LESSON V. OLD TESTAMENT HISTORY 
Part I. First PERIopD 


1. The central theme of the divine revelation is redemption, or 
salvation through Christ. 

2. Throughout the Bible this theme of redemption is presented 
historically. God revealed his plan of saving men, not in a theological 
system, but in the story of his dealings with the world at large, and 
with one people in particular. 

3. Therefore to understand the truths of salvation, as revealed in 
Scripture, we must study Bible history, and obtain a view not only 
of its leading events, but also of its underlying principles. 

4. The history of the Old Testament will include the time from the 
creation of man to the birth of Christ—a period of length absolutely 
unknown.! We divide this into five periods: 

I. The Period of the Human Race. 
II. The Period of the Chosen Family. 


i The chronology of the Bible is not a matter of the divine revelation, and scholars 
are not agreed with respect to the dates of early Scripture history. The system of 
chronology commonly found in reference Bibles is that of Archbishop Usher, who lived 
1580-1656, long before the modern period of investigation in Bible lands. Usher’s 
dates of events earlier than the captivity in Babylon, B. C. 587, are now mostly dis- 
carded by scholars, and other dates are substituted in these lessons, It is now believed 
that from Adam to Christ was much longer than four thousand years. 

16 


TEACHER-TRAINING LESSONS 17 


III. The Period of the Is’ra-el-ite People. 
IV. The Period of the Is’ra-el-ite Kingdom. 

V. The Period of the Jew’ish Province. 

I. We find in the opening of the Bible that The Human Race is 
the subject of the history. This theme extends through the first 
eleven chapters of Gen’e-sis, which narrate the history of more than 
half of the whole Bible as regards time. During this long period no 
one tribe or nation or family is selected; but the story of all mankind 
is related by the historian in the book of Gen’e-sis. 

1. This period begins with the Creation of Man (not the creation of 
the World), at some unknown time which scholars have not been able 
to fix; and it ends with the Call of A’bra-ham, also at a date uncertain, 
though given’ with some doubt at about B. C. 1921.1! With this event 
Bible history properly begins. 

2. Through this period it would appear that God dealt with each per- 
son directly, without mediation or organized institutions. We read of 
neither priest nor ruler, but we find God speaking individually with 
men. See Gen. 3. 9; 4. 6; 5. 22; 6. 13; and let the class find other in- 
stances. We call this, therefore, the period of Direct Administration. 

3. All the events of this period may be connected with three epochs: 

1.) The Falf (Gen. 3. 6), which brought sin into the world (Rom. 
5. 12), and resulted in universal wickedness (Gen. 6. 5). 

2.) The Deluge (Gen. 7. 11, 12). By this destruction the entire 
population of the world, probably confined to the Eu-phra’tes 
valley, was swept away (Gen. 7. 23), and opportunity was given 
for a new race under better conditions (Gen. 9. 18, 19). 

3-) The Dispersion (Gen. 10. 25). Hitherto the race had massed 
itself in one region, and hence the righteous families were over- 
whelmed by their evil surroundings. But after the deluge an 
instinct of migration took possession of families, and soon the 
whole earth was overspread. This is attested by Scripture 
(Gen. 11. 4, 8), by tradition, and by the evidences of language’ 
and was according to a divine purpose. 

In this period we call attention to three of its most important 

Boose 

1.) Ad’am, the first man (Gen. 5. 1, 2). His creation, fall, and 

history are briefly narrated. 


1No dates are assigned for the events of this early period. The chronology is so 
uncertain that it is not necessary for the student of this lesson to commit it to memory. 
The date of the call of Abraham is named at about B. C, 1921 by eminent scholars, 
but may be changed by discoveries yet to be made. 


18 TEACHER-TRAINING LESSONS 


2.) E’noch, who walked with God (Gen. 5. 24), and was translated 
without dying. 

3-) No’ah, the builder of the ark (Gen. 6. 9), and the father of a 
new race. 


BLACKBOARD OUTLINE 


REVIEW QUESTIONS 


What is the central theme of the Bible? 

How is this theme presented in the Bible? 

Why should we study the history of the Bible? 

What are the five periods of Old Testament history? 

What is the subject of the history during the first period? 

With what events does the first period begin and end? 

What is said concerning the dates of early events? 

What kind of divine government in relation to men is shown in the first period? 
Into what epochs is the first period subdivided? 

What results followed the first man’s falling into sin? 

Where was the population of the world confined up to the time of the flood? 
How did the flood become a benefit to the world? 

What new instinct came to the human family after the flood? 

Name thize important persons in the first period. 

State a fact for which each of these three men is celebrated. 

What three events in the first period are to be remembered? 


LESSON VI. OLD TESTAMENT HISTORY 
Part II. SEconp PERIOD 


II. A new chapter in Bible history at Gen. 12. 1. Here we find one 
family of the race is selected and made the subject of the divine revela- 
tion. This was not because God loved one family more than others, 
but because the world’s salvation was to be wrought through that 


TEACHER-TRAINING LESSONS 29 


family (Gen. 12. 2, 3). Hence we call this the Period of the Chosen 
Family. 

1. This period extends from the Calf of A’bra-ham (Gen. 12. 1), B.C. 
1921 to the Ex’o-dus from E’gypt, B. C. 1270?. 

2. In this period we notice the recognition of the family. God deals 
with each family or clan through its head, who is at once the priest and 
the ruler (Gen. 17. 7; 18. 19; 35. 2). We call this period, therefore 
that of the Patriarchal Administration. 

3. We subdivide this period into three epochs: 

1.) The Journeyings of the Patriarchs (Gen. 12. 5; 13. 17, 18. 
20. 1, etc.). As yet the chosen family had no dwelling-place, 
but lived in tents, moving throughout the land of promise. 

2.) The Sojournin E’gypt. In the lifetime of the patriarch Jacob, 
but at a date unknown, the Is’ra-el-ite family went down to 
E’gypt, not for a permanent home, but a “‘sojourn,”’ which 
lasted, however, four hundred and thirty years (Gen. 46. 5-7: 
50. 24). 

3.) The Oppression of the Is’ra-el-ites. Toward the close of the 
sojourn the Is’ra-el-ite family, now grown into a multitude 
(Exod. 1. 7), endured cruel bondage from the E’gyp-tians 
(Exod. 1. 13, 14). This was overruled to promote God’s de- 
sign, and led to their departure from E’gypt, which is known 
as “‘the Ex’o-dus,” or going out. 

4. From the names ot men in this period we select the following: 

1.) A’bra-ham, the friend of God (James 2. 23). 

2.) Ja’cob, the prince of God (Gen. 32. 28). 

3-) Jo’seph, the preserver of his people (Gen. 45. 5). 


BLACKBOARD OUTLINE 


I. Per. Hu. Ra. |II.Per. Ch. Fam. 
Cc. M. (ony. 

E. E. 

Patr. Adm. 


Sess 
oj. Eg. 
Opp. Isr. 


Ji eae 


REVIEW QUESTIONS 


What is the name ot the second period? 
Why is it so named? 


20 TEACHER-TRAINING LESSONS 


With what events does the second period begin and end? 
What kind of divine administration do we notice in the second period? 
Into what three epochs is the second period divided? 
What were the beneficial results of the bondage in E’gypt upon the Is’ra-el-ites? 
Name three persons of the second period. 
’ For what fact or trait is each of these three persons distinguished? 


LESSON VII. OLD TESTAMENT HISTORY 


Part III. Tuirp PEeriop 


III. When the Is’ra-el-ites went out of E’gypt a nation was born, 
and the family became a state, with all the institutions of government. 
Therefore we call this the Period of the Is’ra-el-ite People. 

1. It opens with the Ex’o-dus from Egypt, B. C. 1270? (Exod. 12. 
40-42), and closes with the Coronation of Saul, B. C. 1o50?. 

2. During this period the government of the Is’ra-el-ites was peculiar, 
The Lord was their only king (Judg. 8. 23), but there was a priestly 
order for religious service (Exod. 28. 1), and from time to time men 
were raised up by a divine appointment to rule, who were called judges 
(Judg. 2.16). This constituted the Theocratic Administration, or a 
government by God. 

3. We subdivide this period as follows: 

1.) The Wandering in the Wilderness. This was a part of God’s 
plan, and trained the Is’ra-el-ites for the conquest of their land 
(Exod. 13. 17, 18). It lasted for forty years (Deut. 8. 2). 

2.) The Conquest of Ca’naan, which immediately followed the 
crossing of the Jor’dan (Josh. 3. 14-17). The war was vigor- 
ously carried on for a few years, but the land was only seemingly 
conquered, for the native races remained upon the soil, and in 
some places were dominant until the time of Da’vid. 

3.) The Rule of the Judges. From the death of Josh’u-a (B. C. 
1200?) the people were directed by fifteen judges, not always 
in direct succession. 

4. This period has been justly called ‘‘the Age of the Heroes,” and 
from many great men we choose the following: 

1.) Mo’ses, the founder of the nation (Deut. 34. 10-12). 

2.) Josh’u-a, the conqueror of Ca’naan (Josh. 11. 23). 

3.) Gid’e-on, the greatest of the judges (Judg. 8. 28). 

4.) Sam/’u-el, the last of the judges (1 Sam. 12. 1, 2). 


TEACHER-TRAINING LESSONS 21 


BLACKBOARD OUTLINE 
I. Per. Hu. Ra. |II.Per. Ch. Fam.|III. Per. Is. Peo. 
Cc. M. CEVA E. E. 
E. E. (CHS 
Patr. Adm. The. Adm. 


Jou. Pat. Wan. Wil. 
Soj. Eg. Con. Can. 
Opp. Isr. Ru. Jud. 


Tb ap M.J.G.S. 


REVIEW QUESTIONS 


What is the third period of the Bible history called? 

With what events did it begin and end? 

How was Is’ra-el governed during this period? 

What are its subdivisions? 

How many judges governed the Is’ra-el-ites after Josh’u-a? 

Name four important persons of the third period. 

State for what each of these persons was distinguished. 

What three events in the second and third periods are to be remembered? 


LESSON VIII. OLD TESTAMENT HISTORY 
PartIV. Fourtu Periop ‘ 


IV. With the reign of the first king a new period opens. We now 
study the history of The Is’ra-el-ite Kingdom. The kingdom was 
divided after the reign of three kings, ‘but even after the division it was 
regarded as one kingdom, though in two parts. We find constant 
allusion to Is’ra-el as a people of twelve tribes, even as late as the New 
Testament period (James 1. 1). ; 

1. This period extends from the coronation of Saul, B. C. ro5o0? 
(z Sam. 11. 15), to the captivity of Bab’y-lon, B. C. 587. 

2. During this period the chosen people were ruled by kings, hence 
this is named the Regal Administration. The king of Is’ra-el was not 
a despot, however, for his power was limited, and he was regarded as 
the executive of a theocratic government (1 Sam. ro. 25). 

3. This period is divided into three epochs, as follows: 

1.) The Age of Unity, under three kings, Saul, Da’vid, and Sol’o- 
mon, each reigning about forty years. In Da’vid’s reign (about 
tooo B. C.) the kingdom became an empire, ruling all the lands 
from E’gypt to the Eu-phra’tes. 

2.) The Age of Division. The division of the kingdom took place 
B. C. 934, when two rival principalities, Is’ra-el and Ju’dah, suc. 
ceeded the united empire, and all the conquests of Da’vid were 


22 TEACHER-TRAINING LESSONS 


lost (1 Kings 12. 16, 17). The kingdom of Is’ra-el was gov- 
erned by nineteen kings, and ended with the fall of Sa-ma’ri-a 
(B. C. 721), when the Ten Tribes were carried into captivity 
in As-syr’i-a (2 Kings 17. 6) and became extinct. 

3.) The Age of Decay. After the fall of Is’ra-el, Ju’dah remained 
as a kingdom for one hundred and thirty-four years, though 
in a declining condition. It was ruled by twenty kings (in- 
cluding one usurping queen), and was finally conquered by the 
Chal-de’ans. The Jews were carried captive to Bab’y-lo’ni-a 
in 58; B.C. (2 Chron. 36. 16-20). 

4. The following may be regarded as the representative Persons 
of this period, one from each epoch: 

1.) Da’vid, the great king (2 Sam. 23. 1). 

2.) E-li’jah, the great prophet (1 Kings 18. 36). 

3.) Hez’e-ki’ah, the good king (2 Kings 18. 1-6). 


BLACKBOARD OUTLINE 


J. Per. Hu. Ra. |II.Per. Ch. Fam.|III. Per. Is. Peo./IV. Per. Is. Kin. 
: C. A. ELE. Cc. S. 
E. E. (CASS 


Patr. Adm. 


Jou. Pat. F - 
Soj. Eg. ; Ag. D 
Opp. Isr. s Ag. Dec. 


eats M. J. D. E. H. 


REVIEW QUESTIONS 


What is the fourth period called? 

With what events did it begin and end? 

What were the dates of these two events? 

How were the people governed during this period? 
What were the three subdivisions of this period? 
Under whom did the kingdom become an empire? 
What was the extent of its empire? 

When did the division of the kingdom take place? 
What was the result of the division? 

How many were the kings of the Ten Tribes? 
With what event, and at what date, did the kingdom of Is’ra-el end? 


TEACHER-TRAINING LESSONS 23 


How long did Ju’dah last after the fall of Is’ra-el? 

How many kings reigned in Ju’dah? 

By what people was Ju’dah conquered? 

To what land were the Jews carried captive? 

Name three representative persons in the period of the kingdom? 


LESSON IX. OLD TESTAMENT HISTORY 
Part V. FirtH PERIop 


V. In the closing period of Old Testament history we find the tribe 
of Ju’dah alone remaining, and during most of the time under foreign 
rule; so we name this the Period of the Jew’ish Province. 

1. It extends from the beginning of the captivity at Bab’y-fon, 
B. C. 587, to the Birth of Christ, B. C. 4.+ 

2. During this period Ju-de’a was a subject land, except for a brief 
epoch. This may be called, therefore, the Foreign Administration, 
as the rule was through the great empires in succession. 

3. This period may be subdivided into five epochs. For the first 
and a part of the second we have the Old Testament as our source of 
history; all the rest fall in the four centuries of silence between the 
Old and the New Testament. 

1.) The Chal-de’an Supremacy. Fifty years from the captivity, 
B. C. 587, to the conquest of Bab’y-lon by Cy’rus, B. C. 536, 
by which the Chal-de’an empire was ended, and the Jews were 
permitted to return to their land (Ezra 1. 1-3). 

2.) The Per’si-an Supremacy. About two hundred years from 
the fall of Bab’y-lon, B. C. 536, to the battle of Ar-be’la, B. C. 
330, by which Al’ex-an’der the Great won the Per’si-an em- 
pire. During this epoch the Jews were permitted to govern 
themselves under the general control of the Per’si-an kings. 

3-) The Greek Supremacy. Al’ex-an’der’s empire lasted only ten 
years, but was succeeded by Greek kingdoms, under whose rule 
the Jews lived in Pal’es-tine for about one hundred and sixty 
years. 

4.) The Mac’ca-be’an Independence. About B. C. 168 the tyranny 
of the Greek king of Syr’i-a drove the Jews to revolt. Two 
years later they won their liberty under Ju’das Mac’ca-be’us, 
and were ruled by a line of princes called As’mo-ne’ans, o1 
Mac’ca-be’ans, for one hundred and twenty-six years. 

1 When the birth of Christ was adopted as an era of chronology, about A. D. 400, a 


mistake of four years was made by the historian who first fixed it. Hence the year 
n which Christ was born was in reality B. C-. 4- 


24 TEACHER-TRAINING LESSONS 


5-) The Ro’man Supremacy. This came gradually, but began 
officially in the year B. C. 40, when Her’od the Great received 
the title of king from the Ro’man senate. Thenceforth the 
Jew’ish province was reckoned a part of the Ro’man empire. 

The student may note certain dates as important, though the earlier 
are uncertain: : 

The coronation of Saul, B. C. 1o50?. 

The division of the kingdom, B. C. 934?. 

The fall of Sa-ma’ri-a, B. C. 721. 

The captivity at Bab’y-lon, B. C. 587. 

The return from captivity, B. C. 536. 

4. In each epoch of this period we select one important Person. 

1.) In the Chal-de’an Supremacy, Dan’iel, the prophet and prince 
(Dan. 2. 48; 5. 12). 

2.) In the Per’si-an Supremacy, Ez’ra the scribe, the framer of 
the Scripture canon and the reformer of the Jews (Ezra 7. 6, 10). 

3.) In the Greek Supremacy, Si’mon the Just, a distinguished 
high priest and ruler. 

4.) In the Mac’ca-be’an Independence, Ju’das Mac’ca-be’us, the 
liberator of his people. 

5.) In the Ro’man Supremacy, Her’od the Great, the ablest but 
most unscrupulous statesman of his age. 

To THE STUDENT.—These lessons are among the most important of the series, and 


should be thoroughly mastered and frequently reviewed, until the entire outline and 
the principal dates are fixed in the memory 


BLACKBOARD OUTLINE 


. Per. Hu. Ra. |II.Per. Ch. Fam.|III. Per. Is. Peo.|IV. Per. Is. Kin.|V. Per. Je. Prov. 
. M. Grae E. E. > |C.S. Cc. B. 
. A. .S. CoB. Bi. Ch. 


TEACHER-TRAINING LESSONS 25 


REVIEW QUESTIONS 


What is the closing period of Old Testament history called? 

With what events and dates did it begin and end? 

How were the Jews governed during most of this time? 

Name its five epochs. 

Under whom did the Jews obtain independence? 

State five important events and dates in the fourth and fifth periods, 

Name one person in each epoch of the fifth period, and for what he is distinguished 


LESSON X. NEW TESTAMENT HISTORY? 
Partl. Tue EaRLy LIFE OF CHRIST 


While the Old Testament contains the history of from four thousand 
te six thousand years, the New Testament includes less than one hun- 
dred years, not one fortieth as long a period. Yet it is not to be neg- 
lected, for the subjects which it presents are of surpassing importance. 

The New Testament history embraces seventy-five years, from the 
Vision of Zach’a-ri’as to the Fall of Je-ru’sa-lem, an event often pre- 
dicted in the New Testament, though not reported historically (Luke 
21. 5, 6). 

The events of this time are divided into five periods, as follows: 

1. The Preparation. 32 years. 

2. The Mes-si’ah’s Ministry. 3 years. 

The Church in Ju-de’a. 5 years. 

The Church in Transition. 15 years. 

The Church of the Gen’tiles. 20 years. 

The first of these periods is that of the Preparation for the new 
dispensation. 

1. This period begins with the Vision of Zach’a-ri’as (Luke 1. 11, 129, 
B. C. 6, according to the common chronology, and ends with the 
Baptism of Christ, A. D. 27 (Matt. 3. 13-17). 

z. During this period the field of the history is the Land of Pal’es- 
tine, then and throughout all the New Testament history under the 
domination of the Ro’man empire. 

3. There is one person who is the center of the story during this 
period, John the Baptist. He appears as the prominent figure of the 
epoch (Matt. 3. 13 John 1. 6). 


Hu Rw 


1The outline ot Lessons X to XIV has already been published as one ot the tables 
im the International Teachers’ Bible, and is here used by permission. 


26 


4 


TEACHER-TRAINING LESSONS 


. The thirty-two years of this period may be subdivided as foi. 


lows: 


1.) The Vision of Zach’a-ri’as, which was the prediction of the 
birth of John the Baptist (Luke 1. rz, 12). 

2.) The Annunciation to Ma’ry (Luke 1. 26, 27), the promise of 
Christ’s birth. 

3.) The Childhood of John the Baptist (Luke 1. 59-66, 80). 

4.) The Infancy of Je’sus. Compare Luke 2. 1-39 and Matt. 2. 
I-23. 

5-) The Youth of Je’sus, which was passed at Naz’a-reth (Luke 2, 
51,52). His trade (Mark 6. 3). 

6.) The Ministry of John the Baptist (Luke 3. 1-3). Among the 


last acts of his ministry was the baptism of Je’sus. 


BLACKBOARD OUTLINE 


I. Per. Prep. II, Per. Mess. Min. |III. Ch. Jud.|IV. Ch. Trans.|V. Ch. Gen. 


Vis. Zach., B.C. 6. 
Bap. Chr., A. D. 27. 


a 
2. 
ae 
4. 
St 
6. 


REVIEW QUESTIONS 


How long a period is included in New Testament history? 

How does this compare with the length of Old Testament history? 
Name the five periods of New Testament history. 

With what events does the first period begin and end? 

What land was the field of the first period? 

What person is most prominent in the first period? 

Name six most important events of the first period. 


~ TEACHER-TRAINING LESSONS 


Ss 


LESSON XI. NEW TESTAMENT HISTORY 
Part II. THE Ministry oF CHRIST 


II. The next period is that of the Mes-si’ah’s Ministry, which em- 
braces the events of a little more than three years. The word ‘‘Mes- 
si’ah” is He’brew, corresponding to the Greek word “Christ,” and 
meaning “‘the Anointed One,” that is, the king of Is’ra-el, foretold by 
the prophets and expected by the people. It expresses the office of 
Jesus as King and Lord. 

1. The period extends from the Baptism of Christ, A. D. 27, to the 
Ascension of Christ, A. D. 30. 

2. The place of this period is the Land of Pal’es-tine, all of whose 
provinces were visited by Je’sus. 

3. The principal person is Je’sus the Christ, whose life and. work 
are the theme of the four gospels. 

4. We subdivide the ministry of Je’sus into six periods, as follows: 

1.) The Year of Obscurity, narrated in John 1-4, and passed 
mainly in Ju-de’a. Find in the chapters, (1) The names of 
the earliest disciples; (2) The first miracle; (3) Two remark- 
able conversions; (4) A second miracle. 

2.) The Year of Popularity, narrated by the first three evangelists 
(see Luke 4. 14; 9. 17), with additions in John 5 and 6. It was 
passed in Gal’i-lee, with a visit to Je-ru’sa-lem. Most important 
events, (1) The Call of the Twelve; (2) The Sermon on the Mount 
(Matt. 5. 1); (3) Feeding the Five Thousand (Mark 6. 41). 

3-) The Year of Opposition, narrated by all the evangelists, but 
especially by Luke. During this year Je’sus visited all the five 
provinces of Pal’es-tine. Principal events, (1) The Trans- 
figuration (Mark 9g. 2; (2) The Raising of Laz’a-rus (John 
II. 43, 44); (3) The Parable of the Prodigal Son (Luke 15. 
18, 19). 

4.) The Week of the Passion, related in all the gospels with re- 
markable fullness. During this week Je’sus remained in and 
near Je-ru’sa-lem. Its most important events were, (1) The 
Triumphal Entry (Mark 11. 8-11); (2) The Last Supper (Luke 
22. 14); (3) The Agony in the Garden (Luke 22. 44). 

5.) The Day of Crucifixion, related by all the gospels more fully 
than any other day in Bible history. Its events took place at 
Je-ru’sa-lem. Compare the four accounts and find, (1) Four 
persons before whom Je’sus was tried; (2) The seven utterances 


28 TEACHER-TRAINING LESSONS 


on the cross; (3) The men and women who took part in the 
burial of Je’sus. 

6.) The Forty Days of Resurrection, of which we need to com- 
bine the accounts in all the gospels. Most of the ten appear- 
ances were at Je-ru’sa-lem, one was not many miles distant, and 
two were in Gal’i-lee. The most important were, (1) The Ap- 
pearance to Mary Mag’da-le’ne (John 20); (2) The Walk to 
Em/’ma-us (Luke 24. 13-16); (3) The Ascension (Acts 1. 9-12). 


BLACKBOARD OUTLINE 


I. Per. Prep. I, Per. Mes. Min. 


Vis. Zach., B. C. 6. 
Bap. Chr., A. D. 27. 


REVIEW QUESTIONS 


What is the second period of New Testament history called? 
What is the meaning of the word Mes-si’ah? 

How long was the second period? ; 

What land is made prominent in it? 

Who is its most important persor? 

Name the six subdivisions of the second period. 

State some of the most important events in the first year of Christ’s ministry 
Where was the first year passed? 

What is the second year of Christ’s ministry called? 

Where was the second year passed? 

Name its three most important events, 

What is the third year of Christ’s ministry called? 

Where was this year passed? 

What were its three most important events? 

What week is narrated in all the gospels? 

Where was that week passed? 

What were its three most important events? 


TEACHER-TRAINING LESSONS 29 


What day is recorded in the Bible more fully than any other? 
Before what four men was Je’sus brought for trial? 

State some of Christ’s utterances on te cross. 

Name some of those who took part in the burial of Je’sus. 

What is the last period in Christ’s life? 

How many appearances of Je’sus after his resurrection are narrated? 
Which was the first appearance? 

Where did Je’sus appear to two disciples? 

From what mountain did Je’sus ascend to heaven? 


LESSON XII. NEW TESTAMENT HISTORY 
PartIII. Tue Earty Courcu 


When Je’sus Christ ascended to heaven he left his Church on the 
earth to begin its work of winning the world. The growth of the 
Church is the subject of the last three periods of New Testament his- 
tory. 

III. For about five years after the ascension of Christ the Church 
was entirely in Ju-de’a or Pal’es-tine, and mostly near Je-ru’sa-lem. 
No Gen’tiles were in its membership, and it made but little effort to 
evangelize the world. We call this the Period of the Church in Ju-de’a. 

1. This period extends from the Ascension of Christ, A. D. 30, to the 
Choosing of the Seven, A. D. 35. 

2. During this period the field of the Church was limited to the 
province of Ju-de’a. 

3. Anyone who reads the first six chapters of the book of Acts will 
observe that the most prominent person in this epoch is Pe’ter the 
Apostle, the leader and spokesman of the twelve. 

4. We subdivide this period as follows: 

1.) The Outpouring of the Spirit (Acts 2. 1-4). On the day of 
Pen’te-cost the Holy Spirit descended with BOR and three 
thousand were added to the Church. 

2.) The Testimony of the Gospel. This was the general proclama- 
tion, by all the apostles and members of the Church, of Je’sus 
as the expected Mes-si’ah King of Is’ra-el (Acts 2 to 5). 

3.) The Apostolic Miracles. Note several of these, and the cir- 
cumstances under which they were wrought (Acts 3 to 5). 

4.) The Apostles Persecuted. This was the natural result of their 
persistent boldness in nroclaiming the Gospel (Acts 4 to 4). 


30 TEACHER-TRAINING LESSONS 


5-) The Growth of the Church. Notice the various numbers 
mentioned at different times during this period (Acts 2. 41; 
AAS 5. Tas Gla7)s 

6.) The Choosing of the Seven (Acts 6. 1-7). This event ushered 
in a new epoch, for it brought forward a new leader with en- 
larged views of the Gospel. 


BLACKBOARD OUTLINE 


I. Per. Prep. oe Mes. ae a: Ch, 


ue Zach., B. C 
Bap. Jes., A. D. 
27. 


Pal. 


John Bap. 


1. Vis. Zach. 


REVIEW QUESTIONS 


Where was the Church located after the ascension of Christ? 
Of what was its membership composed at this time? 

What is the third period of New Testament history called? 
With what events and dates does it begin and end? 

Where was its field during this period? 

Who was the leader of the Church at this time? 

How is the third period subdivided? 

What took place on the day of Pen’te-cost? 

What were some of the apostolic miracles? 

Who were “‘the seven,” and for what were they chosen? 


LESSON XIII. NEW TESTAMENT HISTORY 
PartIV. Tue Earty CourcH—CONTINUED 


IV. The fifteen years which followed the death of Ste’phen witnessed 
a great change in the Church. From a body of Jews only, located in 


TEACHER-TRAINING LESSONS 31 


Je-ru’sa-lem, it became a Church for the whole world, wherein Jews and 
Gen’tiles were united and equal. Hence we call this the Period of 
Transition. 

1. It extends from the Choosing of the Seven, A. D. 35, to the Coun- 
cil at Je-ru’sa-lem, A. D. 50. 

‘2. The field of the Gospel was greatly enlarged during this period. 
In successive stages it extended through Pal’es-tine, through Syr’i-a, 
and through A’si-a Mi’nor. 

3. The new spirit of the Church called forth new leaders, among 
whom we note Ste’phen, who inaugurated the movement for giving 
the Gospel to the Gen’tiles (Acts 6. 14); Phil’ip, who first preached 
the Gospel outside the boundaries of the Jew’ish province (Acts 8. 5); 
Bar’na-bas and Saul, who went out as the first missionaries (Acts 13. 
2, 3); and James, the Lord’s brother, who was at the head of the 
Church in Je-ru’sa-lem (Acts 15. 13). 


4. We subdivide the period as follows: 


1.) Stephen’s Preaching (Acts 6, 7). This was the first preaching 
of salvation for Gen’tiles as well as Jews. 

2.) Saul’s Persecution (Acts 8. 3). This began with the martyr- 
dom of Ste’phen, but was pursued with such vigor as to scatter 
the Church in Je-ru’sa-lem, and thus to send the Gospel to other 
cities and lands (Acts 8. 4). 

3.) The First Gen’tile Christians. These were in Sa-ma/ri-a (Acts 
8. 5), an E’thi-o’pi-an nobleman (Acts 8. 27) and a Ro’man 
officer (Acts ro. 1). 


4.) Saul’s Early Ministry. The slayer of Ste’phen soon became 
Ste’phen’s successor in carrying the Gospel to the Gen’tiles and 
in suffering persecution from the Jews (Acts 11. 18, 10, 
23). 

5.) The Church at An’ti-och (Acts 11. 20). Here was founded a 
Church whose membership consisted of Gen’tiles and Jews 
united in love. 

6.) The First Missionary Journey (Acts 13. 2-4). From the 
Church at An’ti-och Bar’na-bas and Saul went forth te preach 
the Gospel in the provinces of A’si-a Mi’nor, 

7.) The Council at Je-ru’sa-lem (Acts 15. 2). In this meeting it 
was finally settled that Jews and Gen’tiles ‘should enjoy the 
same privileges in the Church. This was the last step in the 
transition from Jew’ish to Gen’tile Christianity, 


32 TEACHER-TRAINING LESSONS 


BLACKBOARD OUTLINE 


I. Per. Prep. II. Per. Mes. ceri Ch. |Tv. Per. Trans. 


Vis. Zach., B. C 
6. Bap. Ch., 27. |Asc. Chr., 30. |Cho. Sev., 35. 
Bap. Jes., A. D. |Asc. Ch., 30. |Cho. Sev., 35. |Coun. Jer., 50. 


Pal. Syr. As. M. 


St. Ph. Bar. Sa. 
Ja. 


I 
2. 
3 
4. 
5. 
6 
7 


6. Cho. Sev. 


REVIEW QUESTIONS 


What is the fourth period called, and why? 

With what events and dates does the fourtn period begin and end? 
What lands formed the field of the Gospel at this time? 

Who were the leaders of the Church at this time? 

What are the subdivisions of the fourth period? 

Who became Ste’phen’s successor? 

Where was founded the first Church of Jews and Gen’tiles united? 
Who went on the first missionary journey? 

For what purpose was the council at Je-ru’sa-lem held? 


LESSON XIV. NEW TESTAMENT HISTORY 
Part V. THE Earty CHURCH—CONTINUED 


V. The last period in New Testament history is that of the Church 
of the Gen’tiles, the story of the continual progress and extension of 
the Gospel. 

t. It extends from the Council at Je-ru’sa-lem, A. D. 50, to the Fall 
of Je-ru’sa-lem, A. D. 70. 

2. During this period we find that ‘‘the field is the world,” for the 
Gospel is now abroad over the entire Ro’man Empire, which then 
included all the lands about the Med’i-ter-ra’ne-an. 

3. One man appears as the great leader of the Church during this 
epoch. Paul the Apostle. 


TEACHER-TRAINING LESSONS 35 


4. The subdivisions of this period are as follows: 

1.) The Church in Eu’rope, which was planted in Paul’s second 
missionary journey (Acts 16). 

2.) The Church at Eph’e-sus, the leading city of A’si-a Mi’nor, 
established in Paul’s third missionary journey (Acts 18. 23 to 
IQ. 10). 

3.) The Church at Rome (Acts 28), the capital of the world in 
that age; Paul’s home at the end of his fourth journey, taken 
while he was a prisoner. 

4.) Ne’ro’s Persecution. This was the first of many attempts on 
the part of the Ro’man imperial power to crush the growing 
Church of Christ. 

5.) The Fall of Je-ru’sa-lem. The Jews rebelled against the 
Ro’mans A. D. 66, and in A. D. 70 their city was utterly de- 
stroyed and their state was extinguished. This event, not 
narrated in the history, but prophetically referred to (Matt. 
24. 15), was the close of an epoch in the New Testament Church. 


N. B.—It might be well to divide this lesson into two parts: taking for one lesson 
Periods III and IV, and for another Period V, with review. 


BLACKBOARD OUTLINE 


I. Per. Prep. tea Mes. Tee Ch. IV. Per. Trans. |V. Per. Ch. Gen. 


Wo Zach., B. C 


Bap. Ch., 27. |Asc. Chr., 30. |Cho. Sev., 35. Coun. Jer., 50. 
Asc. Ch., 30. |Cho. Sev., 35. |Coun. Tees Fa, aa aoe 


Pal. Syr. As. M. |Rom, Em. 


Ste Ph, Bar. Sa. |pay. Ap. 


. Ch, in Eur, 
. Ch, at Eph. 
. Sa. : . Ch. at Ro. 
- Ch. Ant. a Nerirers 
. Fi. Mis. Jour. |5. Fa. Jer. 
Coun. Jer. ; 


REVIEW QUESTIONS 


Name the last period in New Testament history, 
With what events and dates does it begin and end? 
What was the field of the Church at this time? 

Who was the leader of the Church during this period? 
What are the subdivisions of the fifth period? 

With what events does New Testament history end? 


34 TEACHER-TRAINING LESSONS 


LESSON XV. REVIEW OF BIBLE HISTORY 


I. Name the five periods of Old Testament history. 

II. State the event and date with which each period begins and 
ends. 

IlI. State the form of divine administration in each Old Testament 
period. 

IV. Name the subdivisions of each Old Testament period in order. 

V. Name the great men in each period of the Old Testament in 
order. 

VI. State the most important events and dates in Old Testament 
history. 

VII. Name five periods of New Testament history. 

VIII. State with regard to the first period of New Testament his- 
tory the event with which it begins and ends, the land, the important 
persons, and the leading events. 

IX. State with regard to the second period cf New Testament 
history the land, the leading person or persons, its subdivisions, and 
the principal events in each subdivision. 

X. State concerning the third period the locality, the leader, and 
the leading events in order. 

XI. State concerning the fourth period the lands, the leaders, and 
the events. 

XII. State concerning the fifth period the lands, the leaders, and 
the events. 


PART Ill 


THIRTEEN LESSONS IN BIBLE GEOGRAPHY 


LESSON XVI. THE OLD TESTAMENT WORLD. PART I. 
LESSON XVII. THE OLD TESTAMENT WORLD. PART II. 
LESSON . XVIII. THE OLD TESTAMENT WORLD. PART IIL 
LESSON XIX. THE NEW TESTAMENT WORLD. PART I. 
LESSON XX. THE NEW TESTAMENT WORLD. PART II. 
LESSON XXI. THE NEW TESTAMENT WORLD. PART III. 
LESSON XXII. THE LAND OF PAL/ES-TINE. PART I. 
LESSON XXIII. THE LAND OF PAL’ES-TINE. PART II. 
LESSON XXIV. THE LAND OF PAL’ES-TINE. PART III” 
LESSON XXV. THE LAND OF PAL’/ES-TINE. PART IV. 
LESSON XXVI. THE CITY OF JE-RU’SA-LEM. PART I. 
LESSON XXVII. THE CITY OF JE-RU’SA-LEM. PART II. 
LESSON XXVIII. REVIEW OF BIBLE GEOGRAPHY. 


LESSON XVI. THE OLD TESTAMENT WORLD 
Part I 


We have seen that the true study of the Bible must be historical 
in its basis. But history cannot be understood without some knowl- 
edge of its geographical relations; hence the geography of the Bible 
must be studied. There are four maps of which the reader of the Bible 
needs to have a general understanding. These are: 1. The Old Testa- 
ment World. 2. The New Testament World. 3. The Land of Pal’es- 
tine. 4. The City of Je-ru’sa-lem. In this lesson and the two follow- 
ing we study The Old Testament World. 


Note that with these lessons the Scripture references should be searched out, and 
their relations noted. The review questions at the end of each lesson are upon the 
references as well as the lesson text. 


I. Location and Extent. The history of the Old Testament was 
enacted upon a field less than half the area of the United States. It 
extended from the river Nile to the Per’si-an Gulf, and from the 


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TEACHER-TRAINING LESSONS 37 


lands on the Red Sea to those north of the Med’i-ter-ra’ne-an. The 
world of Old Testament history was thus 1,400 miles long from easi 
to west, and goo north to south, and it aggregated I,II0,000 square 
miles, exclusive of large bodies of water. 

II. Let us draw upon the blackboard or notebook lines represent- 
ing the borders of Six Seas, of which four are namedin the Old 
Testament: 

1. The Cas’pi-an Sea, in the northeastern corner of the map, the 
southern part only being included. 

2. The northern end of the Per’si-an Gulf, on the southeast. To 
the Old Testament peoples this was known as ‘‘the great eastward 
sea’’; but it is not named in the Bible. 

3. The Red Sea, on the southwest, the northern end, with its two 
arms, being the only part included. What events connected with 
this sea are named in Exod. 15. 4; Num. 33. 10; 1 Kings 9. 26? 

4. The Dead Sea, called in the Bible ‘‘the sea of the plain,” and 
“the salt sea’ (Josh. 3. 16; Gen. 14. 3). This lies due north of the 
eastern arm of the Red Sea. 

5. The Sea of Gal’i-lee, north of the Dead Sea. Note its name in 
‘the Old Testament (Num. 34. 11; Josh. 13. 27); names in the New 
Testament (Luke 5. 1; John 6. 1). Find events on this sea in Luke 
5. I-11; 8. 22-25; John 6. 16-21. 

6. The Med’i-ter-ra’ne-an Sea, on the western end of the map. 
Note its names in Josh. 1. 4; Deut. 34. 2. Voyagers on this sea (Jonah 
t. 3; Acts 27. 1, 2). 

III. Next, we indicate the Mountain Ranges, most of which, though 
important as boundaries, are not named in the Bible. 

1. We find the nucleus of the mountain system in Mount Ar’a-rat, 
a range in the central north (Gen. 8. 4). From this great range three 
great rivers rise and four mountain chains branch. 

2. The Cas’pi-an Range extends from Ar’a-rat eastward around 
the southern shore of the Cas’pi-an Sea. 

3. The Za’gros Range extends from Ar’a-rat southeasterly to the 
Per’si-an Gulf, which it follows on the eastern border. 

4. The Leb’a-non Range extends from Ar’a-rat in a southwesterly 
direction toward the Red Sea. Mount Her’mon, the mountain region 
of Pal’es-tine, Mount Se’ir, on the south of the Dead Sea, and even 
Mount Si’nai, all belong to this chain (Deut. 3. 25; Josh. 13. 5; 1 Kings 
5. 6). 

5. The Taw’rus Range, from Ar’a-rat westward, following the 
northern shore of the Med/’i-ter-ra’ne-an. Over this range two mis- 


38 TEACHER-TRAINING LESSONS 


sionaries passed (Acts 13. 13), although the mountains are not 
named. 

IV. The Rivers, for the most part, follow the lines of the mountain 
ranges. 

1. The A-rax’es, from Ar’a-rat eastward into the Cas’pi-an Sea, 
may be taken as the northern boundary of the Old Testament 
world. - 


2. The Ti’gris, called in the Bible Hid’de-kel, flows from Ar’a-rat, 
on the southwestern slope of the Za’gros mountains, in a southeasterly 
direction into the Per’si-an Gulf (Gen. 2. 14; Dan. ro. 4). 

3. The Eu-phra’tes, the great river of the Bible world, rises on the 
northern slope of Ar’a-rat, flows westward to the Tau’rus, then south- 
ward, following Leb’a-non, then southeasterly through the great plain, 
and finally unites with the Ti’gris (Gen. 2. 14; 15. 18; Josh. 1. 4; 24. 2). 
All the great journeys of Old Testament history followed the course 
of this river. (See Gen. 11. 31; also 2 Kings 24. 14, 15.) 

4. The Jor’dan flows between two parallel chains of the Leb’a-non 
range southward into the Dead Sea (Gen. 13. 10; Num. 22. 1; Judg. 
8. 4). Events on this river (Josh. 3. 17; 2 Kings 2. 9-14; Matt. 3. 13). 

5. The Nile, in Af’ri-ca, flows northward into the Med’i-ter-ra’ne-an 
Sea (Gen. 41. 1; Exod. 2. 2). 

V. The Old Testament world has three Natural Divisions, some- 
what analogous to those of the United States. 

1. The Eastern Slope, from the Za’gros mountains eastward to the 
great desert. 

2. The Central Plain, between the Za’gros and Leb’a-non moun- 
tains, the larger portion a desert. 

3. The Western Slope, between Leb’a-non and the Med’i-ter-ra’ne-an 
Sea. 


HINTS TO THE TEACHER AND THE STUDENT 


1. In preparing the lesson let the student draw the map at home, following the 
copy given with the lesson. He should practice it until he can draw it from memory 
without the copy. 

2. Each member of the class should be called upon to draw the map, or a part of 
it, in presence of the class. One student might draw on the board the seas, another 
the mountain ranges, a third the rivers, 

3. The references should be searched out in advance; and with each lecality, 
whether mountain, sea, or river, the Bible events should be called for and stated. 

4. In drawing maps do not undertake fine werk, but sketch the outline somewhat 
roughly in presence of the class. A map drawn on the board will be of greater serv- 
ice than a printed map hung on the wail. 

5. Review from the beginning as each new topic 1s taught. 


TEACHER-TRAINING LESSONS 39 


BLACKBOARD OUTLINE 


Yo 


I. Loc. Ex. R. N. to P. G. R.S. to Cas. 1,400. goo. 
I,110,000. 
hee Seo Cass ber Gy Ras: -D.S, «S. GG. Med. s. 
III. Mtn. Ran. Ar. R. Cas. R. Zag. R. Leb. R. Tau. R. 
IV. Riv. Ar. Tig. Euph. Jor. Ni. 
V. Nat. Div. Ea. Sl. Cen. Pl. Wes. Sl. 


\ 


REVIEW QUESTIONS 


How large was the Old Testament world? 

What were its general boundaries? 

Name its six bodies of water. 

Name events of Scripture connected with any of these bodies of water. 
Give the location of each body of water. 

What were its mountain ranges? 

Give the location of each mountain range. 

Name an event on the northern mountain range. 

Name its most important rivers. 

Describe the course of each river. 

Which of these rivers are named in the account of the Garden of E’den? 
What biblical events are named as taking place at the river Jor’dan? 
What event of Bible history took place on the river Nile? 

What are the three great natural divisions of the Old Testament world? 


LESSON XVII. THE OLD TESTAMENT WORLD 
Part II 


Before entering upon this lesson give a rapid review of the facts 
learned in the last lesson. Lesson XVI is included with Lesson XVII 
in the Blackboard Outline. 

VI. We indicate upon the map the Lands, according to their 
Natural Divisions. Note that locations are given, not boundaries, 
as these changed in every age. 

1. On the Eastern Slope lie: 

1.) Ar-me’ni-a (Rev. Ver., Ar’a-rat), between the Ar’a-rat moun- 
tains and the Cas’pi-an Sea. This was the northern limit of 
the Bible lands. Note only one reference to this region (2 Kings 
19. 37)- 

2.) Me’di-a, south of the Cas’pi-an and east of the Za’gros momn- 
tains (Dan. 5. 28, 31). 


40 TEACHER-TRAINING LESSONS 


3.) Per’si-a, south of Me’di-a and north of the Per’si-an Gulf. 
Late in Old Testament history the Medes and Per’si-ans 
united conquered all the Old Testament world (Esth. 1. 3; 
Ezra 1. 2). 

2. The lands of the Central Plain may be found in three groups: 
(a) Between Mount Za’gros and the river Ti’gris: 

4.) As-syr’i-a on the north. The people of this land were one in 
the most warlike and fierce races of the eastern world. By: 
them the kingdom of the Ten Tribes, or Is’ra-el, was carried 
into captivity (2 Kings 17. 1-6). For five centuries, from 
1100 to 600 B. C., this was the dominant power. 

5.) E’fam on the south. Very early there was an E’lam-ite 
kingdom which made inroads as far as the land of Ca’naan 
(Gen. 14. 4). Note an allusion also in the New Testament 
(Acts 2. 9). 

(b) Between the rivers Ti’gris and Eu-phra’tes: 

6.) Mes’o-po-ta’mi-a on the north. (The name means “‘between 
the rivers.”’) This was one of the homes of A’bra-ham -(com- 
pare Gen. 11. 31; 12. 5; 24. 10), and a branch of his family 
remained there for several generations. 

4.) Chal-de’a on the south (Gen. 11.31). An earlier name was 
Shi’nar (Gen. 11. 2), and it was also called Bab-y-lo’ni-a, or 
“the land of Bab’y-lon,” from its most important city. About 
600 B. C. this was the ruling country of the lands between Mount 
Za’gros and the Med’i-ter-ra’ne-an. Its people destroyed the 
kingdom of Ju’dah and carried the Jews into captivity 
(2 Chron. 36. 11-20). 

(c) Between the river Eu-phra’tes and the Leb’a-non range of 
mountains we find: 

8.) The great desert of A-ra’bi-a, the largest of all the Old Tes- 
tament lands, inhabited only by wandering nomads. All 
journeys between the lower Eu-phra’tes and the land of the 
Is’ra-el-ites were around this land instead of across it. 

3. On the Western Slope we find: 

9.) Syr’i-a, extending from the Eu-phra’tes to Pal’es-tine or 
Ca’naan. Conquered by Da’vid (2 Sam. 8. 6), but regained 
its independence in Sol’o-mon’s reign (1 Kings 11. 23). 

10.) Phe-nici-a, a narrow strip between Mount Leb’a-non and 
the Med’i-ter-ra’ne-an Sea; called also ‘‘the land of Tyre and 
Zi’don.” Its people were the mariners and merchants of the 


TEACHER-TRAINING LESSONS 41 


ancient times (Ezek. 27. 3). Its king was a friend of Da’vid 
(1 Kings 5. 1). 

11.) Ca’naan, the land of Is’ra-el, between Syr’i-a and the 
Si-na-it’ic desert (Gen. 12. 5). 

12.) The Wilderness, a desert south of Ca’naan, between the 
two arms of the Red Sea; the land of the wandering of the 
Is’ra-el-ites (Exod. 13. 18; Deut. 1. 19). 

13.) E’gypt, on the northeast corner of Af’ri-ca, bordering on 
the river Nile. Visits to E’gypt (Gen. 12. 10; 37. 28; 46. 5, 6), 
This land was the place of sojourn of the Is’ra-el-ites (Exod. 
I4. 30). 

BLACKBOARD OUTLINE 
N. B.—In this Outline the contents of both Lessons XVI and XVII are included. 
ie vocw ex. Rk. N> to PGs $Ro Ss! to Cas. 1,400. goo. 
I,II0,000. 
jie Senn Cast) PeriGs WReS2 DiS? S) Go Med. ,.S: 
III. Mtn. Ran. Ar. Cas. Zag. Leb. Tau. 
IV. Riv. Ar. Tig. Euph. Jor. Ni. 
MenNato Div.. ES. CP. WS. 
Wit Ea. Ar. Me. Per. Ass. El. Mes. Chal. Ar. Syr. 
Phoe. Can. Wil. Eg. 
2 ees 
REVIEW QUESTIONS 
Name and locate the lands of the Eastern Slope. State a fact or a person connected 
with each of those lands. 
Name and locate the lands between the Za’gros mountains and the river Ti’gris. 
When did each of these lands found an empire? What is said of each land? 
Name the lands between the two great rivers. What is said of each land? 
What is the largest land in the Old Testament world, and where is it located? What 
is its nature? 
Name the lands lying near the Med’i-ter-ra’ne-an Sea. What historical fact is con- 
nected with each land? 


LESSON XVIII. THE OLD TESTAMENT WORLD 
Part III 


Begin with a review of, 1. Location. 2. Seas. 3. Mountains. 4. Riv- 
ers. 5. Natural Divisions. 6. Lands. 

VII. In the Old Testament world nearly a thousand Places are 
referred to, but we will select a few of the most important. 

1.) E’den, the original home of the human race according to 
the account in Gen’e-sis (Gen. 2. 8), probably at the junction 
of the Ti’gris and Eu-phra’tes Rivers. Recent discoveries 
have shown that this region was settled very early in history 


42 TEACHER-TRAINING LESSONS 


2.) Shu’shan, or Su’sa (the Greek name), in the province of 
E’lam, was the capital of the Per’si-an empire. Three Bible 
characters who lived in that city (Esth. 2. 5-7; Neh. 1. r). 

3.) Bab’y-ion, the capital of Chal-de’a, on the Eu-phra’tes River. 
Its early name and history (Gen. 11. 1-9). Its first relation 
to the Jew’ish people (2 Kings 20. 12-19). Its later relation 
(2 Chron. 36. 14-21). 

4.) Nin’e-veh, the capital of As-syr’i-a, on the Ti’gris (Gen. ro. 
11; Jonah 3. 3). After being a mighty city it was destroyed 
about 600 B. C. 

5.) Ha’ran, a home of A’bra-ham, in’ Mes’o-po-ta’mi-a (Gen. 11. 
31; see also Gen. 29. 4, 5). 

6.) Da-mas’cus, the capital of Syr’i-a, in the southern part of 
that province (Gen. 15. 2). This is one of the few very ancient 
cities which still retain their importance in the world. 

7.) Tyre, the commercial and maritime city of the Med’i-ter- 
ta’ne-an (Ezek. 27. 3). 

8.) Je-ru’sa-lem, the most important city in the land of Ca’naan. 
Its earliest name and priest king (Gen. 14. 18). Its leadership 
in the Ca’naan-ite period (Josh. 1o. 1-5). Its conquest by 
Da’vid (2 Sam. 5. 5-9). 

9.) Mem’phis, the early capital of E’gypt, on the left bank of 
the Nile (Hos. 9. 6). 

BLACKBOARD OUTLINE 
or el 
I. Loc. Ex. R. N. to P.G. R.S. to Cas. 1,400. goo. 
I,II0,000. 
II. Se. Cas. Per.G. R.S. D.S. S.G. Med. S. 
III. Mtn. Ran. Ar. Cas. Zag. Leb. Tau. 
IV. Riv. Ar. Tig. Euph. Jor. Ni. 
V. Nat. Div. Ea. Sl. Cen. Pl. Wes. Sl. 
VI. 13 ee se Me. Per. 2. Ass. El. Mes) )@halieear 


: Phoe. Can. Wil. Eg. 
VIL. Pia. 3 Sh. Bab. Nin. Har. Dam. Ty. Jer. Mem. 


ed 


REVIEW QUESTIONS 


What is the earliest place named in the Bible, and where was it? Who lived there? 

What was the capital of the Per’si-an empire, and where was it situated? Name 
three Bible characters who lived there. 

What was the capital of the Chal-de’an empire, and where was it situated? What 
was its origin and early name? What was its historical relation to the Jew’ish people? 

What was the capital of the As-syr’i-an empire, and where was it situated? What 
prophet is said to have visited it? 


TEACHER-TRAINING LESSONS 43 


What city was in Mes’o-po-ta’mi-a? What early persons in Bible history sived in 
that city? 

What was the capital of Syr’i-a? Where is it situated? 

What was the commercial metropolis of the Med’i-ter-ra’ne-an Sea in Old Testament 
times? 

What was the capital of the land of Is’ra-elP Name some persons connected with 
its history? 

What was the capital of E’gypt, and where was it situated! 


LESSON XIX. THE NEW TESTAMENT WORLD 
Part I 

In the four centuries between the events of the Old and New Testa- 
ments the dominion of the world passed from A’si-a to Eu’rope, and 
Je-ru’sa-lem, which had been in the center, became one of the cities 
upon the extreme east. Hence our map moves with the course of 
empire westward a thousand miles. 

I. We draw the outlines of the most important Seas. These are— 

1. The Med’i-ter-ra’ne-an Sea, from its eastern limit as far west as 
It’a-ly. Voyages on it are referred to in Acts 9. 30; 13. 4; 21. 1, 2; 
272 3. 

2. The Sea of Gal’i-lee, associated with the life of Christ. Find its 
three different names in Matt. 15. 29; John 6. 1; Luke 5s. 1. 

3. The Dead Sea, not named in the New Testament. 

4. The Black Sea, north of A’si-a Mi’nor, -called in ancient times 
the Eux’ine Sea; not named in the New Testament. 

5. The Ai-ge’an Sea, between A’si-a Mi’nor and Greece. Voyages 
upon it (Acts 16. 11; 18. 18; 20. 13-15). 

6. The Ad’ri-at’ic Sea, between Greece and It’a-ly (Acts 27. 27). 

II. In these seas are many Islands, of which we name five of the 
most noteworthy in New Testament history. 

1. Cy’prus, in the northeast corner of the Med’i-ter-ra’ne-an (Acts 
4. 36). This island is notable as the first land visited by the earliest 
missionaries. Can the student tell who they were? (See Acts 13. 2-4.) 

2. Crete, south of the Ai-ge’an Sea, between A’si-a Mi’nor and 
Greece (Acts 27. 7; Titus 1. 5). Note in each of the references a fact 
connected with this island. 

3. Pat’mos, in the Ai-ge’an Sea, not far from Eph’e-sus. What 
great man received a great experience on that island? (Rev. 1. 9.) 

4. Sic’i-ly, southwest of It’a-ly (Acts 28. 12). 

5. Mel’i-ta, now Mal’ta, south of Sic’i-ly. Who was shipwrecked 
on this island? (Acts 28. 1.) 


44 TEACHER-TRAINING LESSONS 


III. We locate the different Provinces, arranging them in four 
groups. 

1. Those on the continent of Eu’rope are: 1.) Thrace. 2.) Mac’e- 
do’ni-a (Acts 16. 9, 10; 20. 1-3). 3.) Greece, also called A-cha’ia 
(Acts 18. 12; 20. 3). 4.) If-lyr’i-cum (Rom. 15.19). 5.) It’a-ly (Acts 
27. 1). Four of these five provinces were visited by the apostle Paul. 
Which one remained unvisited by him? 

2. Those on the continent of Af’ri-ca are: 1.) Af’ri-ca Proper. 
2.) Lib’y-a (Acts 2. 10). 3.) E’gypt (Matt. 2. 13). 

3. Those on the continent of A’st-a, exclusive of A’si-a Mi’nor, are: 


MAP OF THE 
NEW TESTAMENT 
WORLD 


1.) A-ra’bi-a, perhaps referring to the desert region southeast of Pal’- 
es-tine (Gal. 1.17). 2.) Ju-de’a, the Jew’ish name for all Pal’es-tine, 
in the New Testament period (Luke r. 5). 3.) Phoe-ni’ci-a (Mark 7. 24; 
Acts 15. 3; 21.2). 4.) Syr’i-a, north of Pal’es-tine (Acts 15. 41; 20. 3). 
5.) The great peninsula of A’si-a Mi’nor, between the Black, Ai-ge’an, 
and Med’i-ter-ra’ne-an Seas. This region will be taken up in detail 
in the next lesson. 
HINTS TO THE TEACHER AND THE STUDENT 
In teaching this lesson let the conductor sketch the outline of the map upon the board 


and drill upon the seas; then draw and name the islands; then drill upon the provinces, 
etc. Review until the lesson is learned by all the class. 


% TEACHER-TRAINING LESSONS 45 


The student should search all the references and be able to state the events connected 


with each locality. 
It would be well for the student to find additional Scripture references to all the 


localities. 
BLACKBOARD OUTLINE 


I. Se. Med. S. Gal. De. S. Pol. S. A. S. Adr. S. 
II. Isl, Cyp. Cre. Pat. Sic. Mel. 
III. Prov. 1. Eur. Thr. Mac. Gre. (Ach). Ill. It. 
2. Afr. Af.-Pr. Lib. Eg. 
3. As. Ara. Jud. Phoe. Syr. As. Min. 
+ 


REVIEW QUESTIONS 

What difference is to be noted between the map of the Old Testament world and that 
of the New? 

Name six seas in the New Testament world. 

State the location of each of these seas. 

Name five islands in the New Testament world. 

Give the location of each island. 

Name in order the provinces in Eu’rope in the New Testament world. 

Name the provinces in Af’ri-ca. 

Name the provinces in A’si-a, 


LESSON XX. THE NEW TESTAMENT WORLD 
Part II 


IV. The history of the New Testament Church is closely associated 
with the provinces of A’si-a Mi’nor, and no person can read the book 
of Acts without a knowledge of their relative locations. The list is 
not easy to remember, but it can be learned when placed in proper 
order. We notice that the provinces of A’si-a Mi’nor, fourteen in 
number, may be arranged in four groups: 

1. Three of these provinces border on the Black Sea, the three 
northern provinces, beginning on the east: 1.) Pon’tus (Acts 18. 2). 
2.) Paph’fa-go’ni-a, one of the three provinces not mentioned in the 
New Testament. 3.) Bi-thyn’i-a (Acts 16. 7; 1 Pet. x. 1). 

2. Three are on the 4)-ge’an Sea, beginning on the north: 4.) My’si-a 
(Acts 16. 7). 5) Lyd’i-a, not named in the New Testament, yet a 
home of Saint Paul for three years (Acts 20. 31). 6.) Ca’ri-a, also not 
referred to, yet beyond a doubt visited by Saint Paul. ‘hese three 
provinces together formed the region spoken of in general as ‘A’si-a”’ 
(Acts 16. 6; 19. 10). 

3. Three on the Med’i-ter-ra’ne-an Sea, beginning on the west: 


46 TEACHER-TRAINING LESSONS 


7.) Ly’ci-a (Acts 27. 5). 8.) Pam-phyl’i-a (Acts 13. 13). 9.) Ce 
Ii’ci-a (Acts 21. 39). ; 
' 4. Five in the interior: 10.) On the north, Ga-fa’ti-a (Gal. 1. 2) 
11.) On the east, Cap’pa-do’ci-a (Acts 2. 9). 12.) On the southeast, 
Lyc’a-o’ni-a (Acts 14. 6). 13.) On the southwest, Pi-sid’i-a (Acts 
13.14). 14.) On the west, Phryg’i-a (Acts 16. 6). 

These provinces should be taught carefully and reviewed constantly, 
until the student can draw the map and locate each province without 
having the copy before him. 

Read Acts 2. 9, 10; 13. 13, 14; 14. 6; 14. 24, 25; 16. 6—8, and locate 
each province named. ; 

BLACKBOARD OUTLINE . 
a 


IV. Prov. As. Min. 1. BI. Se. Pon. Paph. Bith. 
2. ZEg. Se. Mys. Lyd. Car. 
3: Med. Se. Lyc. Pam. Cil. 
. Int. N.Gal. E. Cap. S. E. Lye. S. W. Pi. W. Phr. 


REVIEW QUESTIONS 


What are the provinces of A’si-a Mi’nor bordering on the Black Sea? 
What are the provinces on the At-ge’an Sea? 

What are the provinces on the Med’i-ter-ra’ne-an Sea? 

What are the five provinces iz the interior? 

Name some provinces visited by Saint Paul. 


LESSON XXI. THE NEW TESTAMENT WORLD 
Part III 

On the map of the New Testament world review: I. Seas. II. Is- 
lands. III. Provinces in 1.) Eu’rope, 2.) Af’ri-ca, and 3.) A/’si-a, 
IV. Provinces in A’si-a Mi’nor: 1.) On the Black Sea. 2.) On the 
42-ge’an Sea. 3.) On the Med‘i-ter-ra’ne-an Sea. 4.) In the Interior. 

- V. We now call attention to the twelve most important ee in 
as New Testament world: 

. Al’ex-an’dri-a, the commercial metropolis of E’gypt (Acts 18. 24) 

2. Je-ru’sa-lem, the religious capital of the Jew’ish world (Matt. 4. 5; 
Luke 24. 47). 

3. Czs’a-re’a, the Ro’man capital of Ju-de’a (Acts 10. 1; 23. 23, 24). 

4. Da-mas’cus, in the southern part of Syr’i-a (Acts 9. 3). 

5. An’ti-och, the capital of Syr’i-a, in the north (Acts r1. 26; 13. 1). 

6. Tar’sus, the birthplace of Saint Paul, in Ci-li’ci-a (Acts 22. 3). 

7. Eph’e-sus, the metropolis of A’si-a Mi’nor, in the province of 
Lyd‘i-a (Acts 1g. 1). 


TEACHER-TRAINING LESSONS 47 


8. Phi-lip’pi, in Mac’e-do’ni-a, where the Gospel was first preached 
in Eu’rope (Acts 16. 12). 

9. Thes’sa-lo-ni’ca, the principal city in Mac’e-do’ni-a (Acts 17.1; 
Thess. 1. 1). 

1o. Ath’ens, the literary center of Greece (Acts 17. 16). 

11. Cor’inth, the political capital of Greece (Acts 18. 1-12) 

12. Rome, the imperial city (Acts 28. 16; Rom. 1. 7). 

With each of these twelve places ascertain, 1.) The land in which 
it was situated. 2.) A fact or person connected with it. 


N. B.—The following Blackboard Outline includes a review of all the lessons on the 
New Testament world. 
BLACKBOARD OUTLINE 


i 


I. Seas. Med. Gal. De. Bl. Ag. Adr. 

ti Ist.- Cyp: ‘Cre. Pat. Sic. Mel. 

III. Prov. 1. Eur. Thr. Mac. Gr. (Ach). Ill. It. 

Be at Abeer a lib. eae a. Assia.” Jud? Phos: 

yr. 

IV. As. Min. Bf. S. Pon. Paph. Bith. Mg. S. Mys. 
Lyd. Car. Med. S. Lyc. Pam. Cil. Int. Gal. 
Cap. Lye: Pi... Phr: 

V. Pla. Alex. Jer. Caes. Dam. Ant. Tar. Eph. Phil. 
Thess. Ath. Cor. Rom. 


*k 


REVIEW QUESTIONS 


What place on the map of the New Testament world was in Af’ri-ca? What is said 
of that city? 

What two places were in Pal’es-tine or Ju-de’a? Name a fact about each of those 
two places. 

What two places were in Syr’i-a? Where was each place located? Give a fact 
about each place in Syr’i-a. 

What two places were in A’si-a Mi’nor? In what province was each of these two 
places located? 

What fact is given about each place in A’si-a Mi/nor? 

What two places are named in Mac’e-do’ni-a? What fact is given about each place 
in Mac’e-do’ni-a? 

What two places were in Greece? What are the facts about the places in Greece? 

What place isnamed in It’a-ly? What fact can be named about the place in It’a-ly? 


LESSON XXII. THE LAND OF PAL’/ES-TINE 
Part I 


There is one land more closely associated with the Bible than any 
other or all others—the land of Pal’es-tine. The greatest events of 


48 TEACHER-TRAINING LESSONS 


Bible history took place upon its soil—where the patriarchs journeyed, 
and the judges and kings of Is’ra-el ruled, and the conquering armies 
passed, and the Saviour walked, and the Church was founded. The 
student will therefore find it needful to give special attention to this 
land, to which he will find constant references in the Scripture. 

I. Let us notice its Names at different periods: 

1. The earliest name was Ca’naan, ‘‘lowland,” referring only to the 
section between the river Jor’dan and the Med/’i-ter-ra’ne-an Sea, of 
which the inhabitants most widely known were the Ca’naan-ites, 
dwelling on the lowland plains (Gen. 12. 5). 

2. After the conquest by Josh’u-a it was called Is’ra-el, though in 
later times of Old Testa- 
ment history the name 
referred only to the 
northern portion, the 
ae Seer ‘ southern kingdom being 

d : called Ju’dah (Judg. 18. 
1; 1 Kings 12. 20). 

3. In the New Tes- 
tament period its politi- 
cal name was Ju-de-a, 
which was also the name 
of its most important 
province (Mark 1. 5). 

4. Its modern name 

‘is Pal’es-tine, a form 
of the word ‘‘Phi-lis’- 
tine,’ the name of a 
heathen race which in 
early times*occupied its 
southwestern border 
(Isa. 14. 29). 

II. The following are 
the principal Dimensions 
of Pal’es-tine: 

1. Ca’naan, or west- 
ern Pal’es-tine, has an 
area of about 6,600 

EAE NALS E square miles, a little 
oe 020 #¢ Qe less than Massachusetts. 

; 2. Pal’es-tine Proper, 


NATURAL FEATURES 
OF 


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iw DNS 4 rns; 


am 


TEACHER-TRAINING LESSONS 49 


the domain of the Twelve Tribes, embraces 12,000 square miles, about 
the area of Massachusetts and Connecticut. 

3. The Coast Line, from Ga’za, the southernmost town, to Tyre, 
on the north, is about 110 miles long. 

4. The Jor’dan is distant from the coast at Zi’don about 25 miles; 
and the Dead Sea, in a line due east from Ga’za, about 60 miles. 

5. The Jor’dan Line, from Mount Her’mon to the southern end of 
the Dead Sea, is 150 miles. 

III. The most important Waters of Pal’es-tine are: 

rt. The Med’i-ter-ra’ne-an Sea, which bounds the land on the west 
(Josh. 1. 4; Exod. 23. 31; Deut. 11. 24). 

2. The River Jor’dan, rising in three sources in Mount Her’mon, 
1,800 feet above the sea. and emptying into the Dead Sea 1,300 
feet below the sea level; in a direct line from Dan, one of its principal 
sources, 110 miles long, but by its windings over 200 miles (Deut. 9g. 
1; Josh. 4. 1; 2 Sam. 17. 22). 

3. Lake Me’rom, now called Huleh, a triangular sheet of water, 
3 miles across, in a swamp in northern Gal’i-lee (Josh. 11. 5). 

4. The Sea of Gal’i-lee, a pear-shaped lake, 13 miles long by 7 wide, 
and nearly 700 feet below the sea level. Note other names in Josh. 
13. 27; 11. 2; Luke 5. 1; John 6. 1. 

5. The Dead Sea, 46 miles long by 10 wide, and 1,300 feet below 
the sea level (Gen. 14. 3; Deut. 4. 49; Joel 2. 20). 

IV. The land of Pal’es-tine lies in five Natural Divisions, nearly 
parallel. 

1. The Sea Coast Plain, or sandy flat, extending along the Med’i- 
ter-ra’/ne-an Sea, from 8 to 20 miles wide. 

2. The Sheph’e-lah, or foothills, from 300 to 500 feet high and very 
fertile. 

3. The Mogntain Region, the backbone of the land, consisting of 
mountains from 2,500 to 4,000 feet high. 

4. The Jor’dan Valley, a deep ravine, the bed of the river and its 
three lakes, from 500 to 1,200 feet below the level of the sea and from 
2 to 14 miles wide. 

5. The Eastern Table-land, a region of lofty and precipitous moun- 
tains, from whose summit a plain stretches away to the A-ra’bi-an 
Desert on the east. 


Let the map be drawn in the presence of the class, either by the teacher or by the 
pupils, and each subject of the lesson be reviewed as it is placed upon the map. 

It would be well to call upon one pupil to draw the general boundary lines, anothes 
to insert the waters. 


50 TEACHER-TRAINING LESSONS 


If chalk of different color can be used for each subject on the map it will add to the 
interest of the lesson. 


BLACKBOARD OUTLINE 
$$ $$$ 


I. Na. Ca. Isr. Jud. Pal. 
II. Dim. Ca. 6,600. Pal. 12,000. C. L. r1ro. 
To Jor. 25. ToD.S.60. Jor. L. 150. 
III. Wat. Med. Jor. L.Me. S.Gal. De. Se. 
IV. Nat. Div. S.C.P. Sh. M.R. J.V. E. T.-L. 


REVIEW QUESTIONS 


Why is a knowledge of the land of Pal’es-tine important? 
Give and explain the four different names of this land. 
What is meant by ‘‘Ca’naan” proper? 

How large is Ca’naan? 

How large was the domain of the Twelve Tribes? 

How long is the coast line? 

How far is the Jor’dan distant from the coast near its source? 
How far is the Dead Sea from the coast? 

What is meant by the Jor’dan line? 

How long is the Jor’dan line? 

Name the most important waters of Pal’es-tine, 

Describe the river Jor’dan, sources, elevations, length, etc. 
Describe and locate Lake Me’rom. 

Describe the Sea of Gal’i-lee. 

Describe the Dead Sea. 

What are the five natural divisions of Pal’es-tine? 


LESSON XXIII. THE LAND OF PAL’/ES-TINE 
Part II 


Review all that has been learned regarding, I. Names. II. Dimen- 
sions. III. Waters. IV. Natural Divisions. 

V. Pal’es-tine is a land of ‘Mountains, among which we notice only 
a few of the most important, beginning in the north. 

1. Mount Her’mon, where Christ was transfigured, is near the 
source of the Jor’dan, on the east, and is the highest mountain in 
Pal’es-tine (Matt. 17. 1). 

2. Mount Leb’a-non, west of Her’mon, was famous for its cedars 
(1 Kings 5. 6; Psa. 29. 5). 

3. Kurn Hat’tin. ‘The horns of Hat’tin,” a double-peaked moun- 
tain, with a depression between its two summits, lies west of the 
middle of the Sea of Gal’i-lee, about five miles distant. Tradition 


Gj CM fs Yj YE 


PROFILE OF PALESTINE FROM SOUTH TO NORTH, 


52 TEACHER-TRAINING LESSONS 

names this mountain as the scene of the call of the twelve apostles, 
the Sermon on the Mount, and the appearance of Christ after his 
resurrection. (See Luke 6. 12-17; Matt. 5. 1; 28. 16.) It must be 
admitted, however, that the identification is not certain. 


PALESTINE 
MOUNTAINS 


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4. Mount Ta’bor, the place of Deb’o-rah’s victory, is southwest of 


the Sea of Gal’i-lee (Judg. 4. 6). 
5. Mount Gil-bo’a, where King Saul was slain, is south of Ta’bor 


(1 Sam. 31. 1; 2 Sam. 1. 21). 
6. Mount Car’mel, the place of E-li’jah’s sacrifice, is on the Med’i- 
ter-ra’ne-an, due west of the Sea of Gal’i-lee (1 Kings 18. 20, 42; 


Isa. 35. 2). 


TEACHER-TRAINING LESSONS 53 


7. Mount E’bal, ‘the mount of cursing,” lies in the center of the 
land (Deut. 11. 29). 

8. Mount Ger’i-zim, ‘‘the Enea of blessing,’’ is south of E/bal. 
Between E’bal and Ger’i-zim Joshua read the law in presence of all 
Is’ra-el (Josh. 8. 30-33). Near Mount Ger’i-zim, on the east, is 
Ja’cob’s Well, where Je’sus talked with the Sa-mar’i-tan woman (John 
Aes iOsi20%) 241) = 

9. Mount Ol’i-vet, or the Mount of Olives, is east of Je-ru’sa-lem, 
and due west of the head of the Dead Sea. From this mountain Je’sus 
ascended (Acts 1. 9, 12). 

10. Mount Ne’bo, where Mo’ses died, is directly opposite Ol’i-vet, 
on the east of the Dead Sea (Deut. 34. 1). 

Let the student draw the map of Pal’es-tine and locate all these 
mountains; and tell the story of an event connected with each moun- 
tain. 

BLACKBOARD OUTLINE 


eo 
T. Na. Ca. Is. Jud. Pal. 
II. Dim. Ca. 6,600. Pal. 12,000. C. L. 110. Jor. 25. 
D. 5S. 60. Jor. L. 150. 
III. Wat. Med. Jor. Mer. Gal. D.S. 
NVeeNabeDivea vouch. Sb.s Mo Re oy. Vi BE. a.-. 
V. Mtns. Her. Leb. K. Hatt. Tab. Gil. Car. Eb. 
Ger. Ol. Ne. 
k so 


REVIEW QUESTIONS 


Name ten important mountains in Pal’es-tine. 

Which of these are in the north of the country? 

Which are in the middle of the land, south of the Sea of Gal’i-lee, and north of the 
Dead Sea? 

Which are near the Dead Sea? 

State an event or fact for which each of these mountains is named in Bible history. 

Which of these mountains, beginning with the north, is connected with an event in 
the life of Christ, naming the event with each mountain? 

Which of these mountains, beginning with the north, is connected with an event 
or person of Old Testament history? Name the events or persons. 

Arrange the names of these mountains as they would appear, not in their geograph- 
ical but in their historical order, in the story of the Bible. 


54 TEACHER-TRAINING LESSONS 


LESSON XXIV. THE LAND OF PAL’ES-TINE 
Part III 
Review all that has been learned regarding, I. Names. II. Dimen. 
sions. III. Waters. IV. Natural Divisions. V. Mountains. 


PALESTINE 
PLACES 


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VI. We note a few of the more important Places, and arrange them 
according to the natural divisions of the land. 
1. On the Seacoast Plain were: 
1.) Ga’za, on the south, the scene of Sam/’son’s exploits and 
death (Judg. 16. 21). 
2.) Jop’pa, principal seaport of Pal’es-tine (2 Chron. 2. 16; Jonah 


I. 3). 


TEACHER-TRAINING LESSONS 55 


3.) Czs’a-re’a, south of Mount Car’mel, the place of Paul’s im- 
prisonment and trial (Acts 25. 4). 

4.) Tyre, just beyond the northern aa of Pal’es-tine, a 
great commercial city of the Phce-ni’ci-ans (Josh. 19 29). 
Note also the account of this city in Ezek. 27. 

2 In the Mountain Region were: 

1.) Be’er-she’ba, in the southern limit of the land (Gen. 21. 31, 
33; I Sam. 3. 20; 1 Kings 19. 3). 

2.) He’bron, burial place of the patriarchs (Gen. 23.19; 49. 29-31). 

3-) Beth’le-hem, the birthplace of Da’vid and of Christ (1 Sam. 
17. 12; Matt. 2. 1). 

4.) Je-ru’sa-lem, “the city of the great king,” which stands due 
west of the northern point of the Dead Sea (2 Sam. 5. 6—g). 

5.) Beth’el, nine miles north of Je-ru’sa-lem, the place of Ja’cob’s 
vision (Gen. 28. 19). 

6.) She’chem, between the twin mountains Ger’i-zim and E’bal, 
in the center of the land (x Kings 12. 1; John 4. 5, 6). 

7.) Sa-ma’ri-a, the capital of the Ten Tribes (1 Kings 16. 24). 

8.) Naz’a-reth, west of the southern end of the Sea of Gal’i-lee, 
the early home of Je’sus (Matt. 2. 23). 

3. In the Jor’dan Valley were: 

1.) Jer’i-cho, near the head of the Dead Sea (1 Kings 16. 34). 

2.) Beth-ab’a-ra, the place of Christ’s baptism, a little south of 
the Sea of Gal’i-lee. 

3.) Ca-per’na-um, near the head of the Sea of Gal’i-lee (John 2. 12). 

4.) Dan, at one of the sources of the Jor’dan, the northernmost 
place in the land (Judg. 18. 28; 20. 1). 

On the Eastern Table-land were no places of special importance. 


BLACKBOARD OUTLINE 
SS 


WN. (Ca. “Isr. “Jud. Pal: 

II. Dim. Ca.6,600. Pal. 12,000. C.L.110. Jor.25. D.S. 

: 60. Jor. L. 150. 

III. Wat. Med. Jor. Mer. Gal. De. 

Wee Nee Dry. 9.C.P. Sh MOR. J. V. .E.T-L. 

V. Mtns. Her. Leb. K.Hatt. Tab. Gil. Car. Eb. Ger. 
Ol. Ne. 

VI. Pla.. 1. Sea C. Pl. Ga. Jop. Ces. Ty. 2. Mtn. Reg. 
Beer. Heb. Beth. Jer. Bet. She. Sam. Naz. 
3- Jor. Val. Jer. Beth. Cap. Da. 


Saas 


56 TEACHER-TRAINING LESSONS 


REVIEW QUESTIONS 


Name and locate four places on the Seacoast Plain of Pal’es-tine. 
State a historical fact concerning each of these four plaves. 


a Beginning at the south, name four places in the Mountain Region, west of the Dead 
ea. 

State an event or historical fact with each of these last named four places. 

Name four places in their order north of Je-ru’sa-lem, in the Mountain Region. 

Name four places in the Jor’dan Valley. 

Name an event in connection with each of the last named four places. 

Indicate on the map in their historical order the events connected with places referred 
to in the Old Testament history. 

Indicate in their historical order the places referred to in the New Testament history. 


LESSON XXV. THE LAND OF PAL/ES-TINE 
Part IV 

Thus far we have considered the land of Pal’es-tine in its natural 
features. We now proceed to study its political divisions at various 
epochs of its history. A number of successive waves of migration and 
conquest have swept across this land, and all have left their traces 
upon it. 

I. Prehistoric Pal’es-tine has an interest to the archzologist, but we 
pass it by with a glance. It is evident that before history began un- 
known and strange races occupied this land. Note some of their 
names in Gen. 14. 5; Num. 13. 28; Deut. 2. 10-12, 20-23. A few 
individuals of these races were found long afterward (Deut. 3. 11; 
1 Sam. 17. 4-7; 2 Sam. 21. 16-22). 

II. Patriarchal Pal’es-tine (that is, Pal’es-tine before the conquest) 
was inhabited by races of Ham-it’ic origin, mostly descended from 
Ca’naan (Gen. ro. 15-19), though bearing different names. 

1. The Seacoast Plain was occupied by the Phi-lis’tines on the 
south (Gen. 26. 1), the Ca’naan-ites in the center, near Mount Car’mel, 
and the Zi-do’ni-ans, or Phoe-1i’ci-ans, in the north. 

2. The Mountain Region was held by the Am/o-rites in the south, 
by the Jeb’u-sites near the site of Je-ru’sa-lem, by the Hi’ vites in the 
center of the land, and by the Hit’tites in the north — 135 20; 
Judg. 1. 21; Josh. 9. 1; 11. 19). 

3. The Jor’dan Valley was held by the Ca’naan-ites (Num. 13. 29). 

4. On the Eastern Table-land the Mo’ab-ites held the mountains east 
of the Dead Sea (Deut. 2. 9), the Am’o-rites between the rivers Ar’non 
and Hi’e-ro-max (Deut. 2. 24), and the Ba’shan-ites in the north 
(Deut. 3. 1-3). 

III. Tribal Pal’es-tine, or Pal’es-tine as divided among the Twelve 
Tribes, following the conquest of the land by Josh’u-a. We divide 
these tribes into four groups; . 


TEACHER-TRAINING LESSONS 57 


1. The Eastern Group, beyond Jor’dan. (1) On the north, Ma-nas’- 
seh East, half the tribe (Deut. 3. 13); (2) in the center, east of the 
Jor’dan, Gad; (3) on the south, east of the northern half of the Dead 
Sea, Reu’ben (Deut. 3. 16). 

2. The Southerr Group. (1) On the northwest, Dan (Judg. 13. 25); 


(2) on the northeast, Ben’ja-min (Josh. 18. rz, 12)3 (3) in the center, 
Ju’dah (Josh. 15. 1-5); (4) on the south, Sim’e-on (Josh. 19. 9). 

3. The Central Group. This was allotted to a tribe and a half, both 
descended from Jo’seph: (1) The south-center, from the Jor’dan to 


58 TEACHER-TRAINING LESSONS 


the Med’i-ter-ra’ne-an, to E’phra-im; (2) the north-center, having 
the same east and west limits, to Ma-nas’seh West. 

4. The Northern Group. These consisted of: (1) Naph’ta-li on the 
north (Josh. 19. 32); (2) Zeb’u-lun in the center (Josh. 19. 10); (3) Is’- 
sa-char on the south (Josh. 19. 17); (4) Ash’er on the west (Josh. 19. 24). 

A diagram is given showing the location of each of these tribes, but 
with no attempt to indicate their precise boundary lines; for the 
boundaries were never marked, and were constantly changing. The 
tribes were not definite states, but groups of cities. 

It should be remembered that although all the land was divided 
among the Twelve Tribes, the Mountain Region only was actually pos- 
sessed by them. The Is’ra-el-ites scarcely obtained a foothold upon 
the Seacoast Plain and the Jor’dan Valley during the time of the 
judges; they held it under control during the days of Da’vid and Sol’o- 
mon, but permitted the Ca’naan-ite and Phi-lis’tine people to inhabit 
it; and even in the New Testament period most of the lowland popu- 
lation were still heathen. 

IV. Under the kings of Is’ra-el and Ju’dah Regal 
Pal’es-tine was divided into two kingdoms. 

1. The kingdom of Is’ra-ef included practically all 
the country north of Jer’i-cho and Beth’el, though 
the boundary line varied in different reigns (x Kings 
I2. 19, 29). Mo’ab was also tributary to Is’ra-el 
(2 Kings 3. 4). 

2. The kingdom of Ju’dah included the country 
west of the Dead Sea, with a supremacy over E’dom, 
south of the Dead Sea (1 Kings 12. 17; 2 Kings 8. 20). 

V. Provincial Pal’es-tine, in the New Testament period, included 
five provinces, three on the west and two on the east of Jor’dan. 

1. Gal’i-lee was the northern province on the west of Jor’dan (Matt. 
4. 12). 

2. Sa-ma’ri-a was a district rather than a province, since it had no 
political organization, but was attached to Ju-de’a. It was situated 
in the center of the land (John 4. 3, 4). 

3. Ju-de’a was the principal province on the south (Matt. 2. 22). 

4. Pe-re’a (“beyond”) was on the east of Jor’dan, south of the river 
Hi’e-ro-max. It is called ‘‘Ju-de’a beyond Jor’dan” in Matt. rg. 1. 

5. Ba’shan was the country north of the Hi’e-ro-max and east of 
the Jor’dan and Sea of Gal’i-lee. The name Ba’shan is not used in the 
New Testament, but the province was generally called “‘Phil’ip’s 
tetrarchy”’ (Luke 3. 1). 


MANASSE 
EAST: 


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| 
| 


DIAGRAM OF 
TWELVE TRIBES 
N.B.—This is not a map, but 

a diagram; not showing the 
boundary lines, but the location 
of the several tribes. 


PALESTINE 


IN THE TIME OF 


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85 Longitude East from Greenwich 36 


TEACHER-TRAINING LESSONS 61 


BLACKBOARD OUTLINE 
Vl 


I. Preh. Pal. 

MW. Patr. Pal. 2. Sea. P. Phil. Can. Zid. 2.M.R. Am. 
Nebo Eliv= SeElit. 9355). Vo Can. 4. B:)0-1., Mo: 
Am. Bash. / 

III. Tri. Pal. 1x. Ea. Gr. Man. E. Ga. Reu. 2. Sou. Gr. 
Da. Ben. Jud. Sim. 3. Cen. Gro. Eph. Man. W. 
4. Nor. Gro. Nap. Zeb. Iss. Ash. 

IV. Reg. Pal. Isr. Jud. 

V. Prov. Pal. Gal. Sam. Jud. Per. Bash. 


ok 
REVIEW QUESTIONS 


What do we know of the prehistoric inhabitants of Pal’es-tine? 

From what race were the people who inhabited Pal’es-tine in the time of the patriarchs? 
What races lived on the Maritime Plain in the patriarchal era? 

Who inhabited the Mountain Region at that time? 

Who inhabited the Jor’dan Valley? 

Who lived on the Eastern Table-land during the patriarchal period? 

When was the land divided into twelve tribes? 

Name and locate the Eastern Group of the tribes. 

What were the tribes of the Southern Group, and where were they located? 
What, and where, were the Central Group? 

What were the Northern Group. and where were they located? 

In what part of the land did the Is’ra-el-ites generally dwell? 

What were the divisions of the land during the Regal period? 

Name the five provinces, and locate them, in the New Testament period. 


LESSON XXVI. THE CITY OF JE-RU’SA-LEM 
Part I 


During nearly all the epochs of Bible history the city of Je-ru’sa-lem 
occupied a prominent place as the capital of the land of Is’ra-el; and 
it is necessary to obtain an understanding 
of its location and general features. 

I. Names. 1. The’earliest name of this 
place as given in the Bible was Sa’fem, in 
the time of A’bra-ham, when Mel-chiz’e- 
dek was its priest-king (Gen. 14. 18). 

2. The name Je-ru’sa-lem first appears 
in the account of Josh’u-a’s conquest 
(Josh. 10. 1), but early writings show that 
the name was in use while the Is’ra-el-ites 
Were sojourning in E’gypt. 

3. During the time of the Judges the 


62 TEACHER-TRAINING LESSONS 


city was held by the Jeb’u-sites, and was called Je’bus or Jeb’u-si 
(Qudg. 19. 10; Josh. 18. 16). After the city was taken by Da’vid 
the older name, Je-ru’sa-lem, was restored, and continued to the end 
of the New Testament period (2 Sam. 5. 6 to Acts 28.17). Note in 
Matt. 4. 5 a title commonly applied to the city by the Jew’ish 
people. 

4. After its destruction by the Ro’mans, ‘A. D. 70, its site was for 
a time abandoned, and afterward resettled under the name A 'li-a 
Cap’i-to-li’na. But the old name Je-ru’sa-lem still clung to the place, 
and was gradually accepted. 

5. The present name, under the Turkish rule, is el-Khuds, “the holy 
{city],”’ as it is regarded alike by Mohammedans, Jews, and Christians 
as a place of sacred associations. 

II. Noticing its natural features, we begin with its Mountains, which 
are the following: 

1. On the east of the city rises a chain of hills, running from north 
te south, though with a slight inclination to the southwest, called The 
Mount of Ol’ives, or Mount Of’i-vet (Matt. 24. 3; Acts 1. 12), about 
2,600 feet in height. It has four peaks, of which the northern is called 
Scopus, and the southwestern the Motnt of Offense, from the tradition 
that it was the site of Sol’o-mon’s idol temple (zr Kings 11. 7). 

2. West of the middle of the Mount of Ol’ives, across a valley, 
stands Mount Mo-ri’ah, the site of the Temple (2 Chron. 3. 1; perhaps 
also Gen. 22. 2 refers to the same locality). 

3. North and west of Mount Mo-ri’ah is a hilly region, known as 
Be-ze’tha, sometimes regarded as another mountain, but more prop- 
erly a region of uneven ground. 

4. South of Mo-ri’ah is a spur, called O’phel (2 Chron. 27. 3). The 
word means “bulge,” or “‘swelling.’”” It is somewhat triangular in 
shape, ending in a point on the south. 

5. Southwest of Mo-ri’ah is the largest hill, called Mount Zi’on, on 
which most of the city was built, so that “Zi’on” and ‘“‘Je-ru’sa-lem”’ 
were both used as names of the city (2 Sam. 5. 7; Isa. 40. 9). There 
is, however, great doubt whether the name belonged originally to this 
hill; many holding the view that the earliest Zi’on was south, and not 
southwest, of the Temple. We call the western hill Zi’on, as that 
is the name most widely known. 

6. On the north of Zi’on, west of Be-ze’tha, was another hill 
known as A’cra, not quite so high as the other elevations of the 
city. 

7. Another hill was Gol’go-tha (Matt. 27. 33), called Cal’va-ry in 


TEACHER-TRAINING LESSONS 63 


Luke 23. 33 (so in the Authorized Version; the Am. Rev. Ver. gives 
“the skull,’ a translation of the word). Gol’go-tha is He’brew; Kra~- 
nfon, ‘‘the skull,’”’ Greek, and Cal-va’ri-a Latin, all having the same 
meaning. Two different localities are assigned for this place. The 
traditional location is near Mount Zi’on, and is indicated by the 
Church of the Holy Sepulcher. But many of the recent authorities 
prefer a rounded hill north of the city, which certainly has a remark- 
able resemblance to a skull. We accept the latter location, but not 
with certainty. | 

8. South of Mount Zi’on and of the city is another range of hills, ' 
forming a curve from the west to the southeast. The elevation on 
the southeast bears the name “Hilf of Evil Counsel,’ from the tradi- 
tion that the plot for the betrayal of Je’sus was formed at that place 
(Mark 14. 10, 11). 

III. Between these hills are situated three valleys, which radiate 
from a point southeast of the city, in the form of a fan or a let- 
ter V. 


1. Between the Mount of Ol’ives, on the east, and A’cra, Mo-ri’ah, 
and O’phel, on the west, is the Valley of the Ke’dron, so called be- 
cause the brook Ke’dron flows through it past the city; although now 
most of the year flowing underground, on account of the filling up of 
the valley. References to this brook are 2 Sam. 15. 23; John 18. 1. 
The valley is also called the Valley of Je-hosh’a-phat, in Joel 3. 2. 

2. Between Mo-ri’ah and O’phel on one side and Zi’on on the other 
was once a curving valley called the Valley of the Ty-ro’pe-on (a 
word said to mean ‘‘cheesemakers’”). This valley is now almost 
obliterated by changes in the surface, but its direction has been 
clearly ascertained by soundings. It is not mentioned in the Bible. 

3. On the south of the city, between Zi’on and the Hill of Evil 
Counsel, is The Valley of Hin’nom (Josh. 15. 8; Jer. 7. 31). The 
He’brew words ge-henna (ge meaning ‘‘valley’’) became in the New 
Testament the name Ge-hen’na (Matt.5. 29). It was the place where 
the garbage of the city was burned, and became a popular expression 
for the “‘fire of hell.” 


HINTS TO THE TEACHER 


Let the map be drawn in presence of the class, and copied by all the members, until 
the localities are fixed. Then let it be erased, and the various mountains and valleys 
be drawn by the members in turn, one drawing the Mount of Ol’ives, another Mount 
Mo-ri’ah, etc., another Mount Zi’on, etc. Let the class find in the Bible references ta 
all these locations, and events that took place in connection with them. 


64 - TEACHER-TRAINING LESSONS 


BLACKBOARD OUTLINE 


| I. Nam. 1.Sa. 2. Jer. 3. Jeb. 4. A. Cap. 5. el-Kh. 
| II Mtns. 1. M. of Ol. (Sc. Mt. Off.). 2. Mor. 3. Bez. 
a Oph. 5. Zi. 6. Ac. 7. Gol. (Cal.). 8. H. Ev. 

oun. 


III. Vall. 1. V. Ked. (Jeh.). 2.V.Tyr. 3. V. Hin. (Ge.). 


REVIEW QUESTIONS 


Why should a Bible student learn the topography of Je-ru’sa-lem? 

What names were applied to this city at various successive periods? 

What range of mountains is east of the city? What is the general direction of this 
range? Name two of its peaks. . 

Name a mountain opposite to the middle of the first named range. What building 
was on this hill? 

What hill was south of the Temple? What region was north of it? 

What was the name of the largest hill in the city? Where is it located? 

Where was the hill A’cra? 

On what hill was Je’sus Christ crucified? 

State the two locaticns named for this hill, 

Where is the Hill of Evil Counsel? Why was it so named? 

Name the three valleys of Je-ru’sa-lem. 

Between what mountains is the first-named valley? 

Give the location of the middle one of the three valleys. 

Where is the valley of Hin’nom? What name was applied to a part of this valley! 


S 


i 
Z 
Wy 


ST) 
DANS NTIS 
CAA GANS oo 
ese gow 


TEACHER-TRAINING LESSONS 65 


LESSON XXVIII. THE CITY OF JE-RU’SA-LEM 
Part II 

IV. The Growth of the City. 1. It is uncertain whether the first 
‘ettlement was on the large hill now known as Zi’on, or between 
Mo-ri’ah and the spur known as O’phel. The principal reason for 
accepting the latter site is that it is near a spring of water, which 
would fix the location of an Oriental village. 

2. But, if Mount Zi’on was not the earliest settlement, it was soon 
annexed, in the rapid growth of the new city when King Da’vid 
chose it for his capital, and became the more important section, with 
the largest population. 

3. The Temple was built on Mount Mo-ri’ah, and the southern 
slope of the hill and Mount O’phel became the site of Sol’o-mon’s 
palace. The city in Old Testament times included the three hills, 
Zi’on, Mo-ri’ah, and O’phel. 

4. In the New Testament period the Lower City was added, in the 
district known as A’cra. The wall around this portion curved from 
the Temple area, northward and westward, including Be-ze’tha and 
A’cra, to the northern part of Mount Zi’on. Whether the traditional 
“Cal’va-ry,” northwest of Zi’on, was included is not certain. 

5. Modern Je-ru’sa-lem has moved northward, and now includes 
within the wall Be-ze’tha, A’cra, the northern part of Zi’on, and the 
old Temple area. But the southern half of Zi’on and all of O’phel are 
outside the wall. 


N. B.—In teaching this part of the lesson let the location of the several hills and 
valleys be drawn on the blackboard, and a wall drawn around each part of the city 
in the order given above. Z 

V. The water supply of the city has always been exceedingly im- 
portant, and we therefore name a few of the most important. Springs 
and Pools, omitting those not prominent in the history. We give 
the names applied by tradition, not in all cases certainly correct: 

t. North of the Temple was the Pool of Beth-es’da. Note the 
event associated with it in John 5. 2-9. 

2. At the junction of the three valleys, Ke’dron, Ty-ro’pce-on, and 
Hin’nom, at the foot of O’phe!, was—and still remains—the Pool of 
Si-lo’am (John 9. 7; also Isa. 8. 6). 

3. On the eastern slope of O’phel, south of the Temple, is said 
to be the only natural fountain of the city, called Gi’hon, “‘springing 
up,” in rt Kings 1. 33. Note the event which took place there. This 
spring is believed by many to have fixed the earliest location of the 
city. it is now called the Fountain of the Virgin. 


66 TEACHER-TRAINING LESSONS 


Other pools might be named, but these are the only ones necessary 
to the general reader of the Bible. 

VI. Other Locations in and around the city: 

1. The Castle of An-to’ni-a was northwest of the Temple, and con- 
nected with it. This is the place given by tradition as ‘‘Pi’late’s 
judgment hall,” or ‘‘pretorium,’”’ where Je’sus was tried by Pi’late 
and condemned to the cross (John 18. 28). This is not certain, but 
it is undoubtedly the castle to which Paul was taken as a prisoner 
when rescued from the Jew’ish mob (Acts 21. 34, 35). 

2. East of the Temple, across the valley of the Ke’dron, on the 
lower slope of the Mount of Ol’ives, is the traditional Garden of Geth- 
sem’a-ne, where Je’sus endured the agony and was seized by the 
guard on the night of his trial (Mark 14. 32; John 18. 1). 

3. On the northwestern limit of Mount Zi’on, west of the southern 
end of the Temple, beside what is now called the Jaf’fa Gate, was an 
ancient fortress, rebuilt by Her’od the Great, and called from him 
Her’od’s Palace. The castle now standing on this site is called ‘‘The 
Tower of Da’vid,’’ and may represent Da’vid’s earliest fortification, 
called Mil’lo in 2 Sam. 5. 9. Some authorities regard this as the place 
of Pi’late’s judgment hall, but the evidence is nearly equal betweer 
this location and the Castle of An-to’ni-a. 

The meeting of Je’sus with Her’od An’ti-pas, on the day of the 
crucifixion (Luke 23. 7-11), was not in the above-named “Her’od’s 
Palace,” but in another building, not indicated on the map, probably 
about halfway between Her’od’s Palace and the Temple. 

4. The Palace of Cai’a-phas, where the Jew’ish trial of Je’sus was 
held, is shown by tradition on Mount Zi’on, “the upper city.” (See 
Matt. 26. 57.) 

5. The Supper Room, where Je’sus partook of the last supper with 
his disciples (Mark 14. 12-17), is shown south of the Palace of Cai’a- 
phas. This may also have.been the meeting place of the disciples 
after the resurrection of Je’sus. (See Acts 1. 13.) 


BLACKBOARD OUTLINE 
ee 


IV. Gro. Cit. 1. Fir. set. 2. Mt. Zi. 3. Tem. 4. Low Cit. 
5- Mod. Jer. 

V. Spr. and Poo. 1. P. Beth. 2. P. Sil. 3. Gih. 

VI. Oth. Loc: 1. Cast. Ant. 2. Gar. Geth. 3. Her Pal. 

4. Pal. Cai. 5. Sup. Roo. 


TEACHER-TRAINING LESSONS 67 


REVIEW QUESTIONS 


What two localities are given as the original place of settlement for the city? 

Under what king was the city established as the capital of the land? 

What mountain became the principal seat of the city? 

What building arose on Mount Mo-ri’/ah? 

What was built on Mount O’phel? 

What hills were included in the city during the Old Testament periods? 

What part was included in the “‘lower city’’? 

What hills, and parts of hills, are included in the modern city? 

Where was the Pool of Beth-es’da? What event took place at this pool? 

Where is the Pool of Si-lo’am? What took place at this pool? 

Where is the only natural spring of water near the city? What is this spring called 
in the Old Testament? What is it called at the present time? 

To what building was Paul taken when made prisoner? Where was this castle? 

Where is the Garden of Geth-sem’a-ne located? = 

Where is the building now called the Castle of Da’vid? What other name was giver 
to it? 

What two places are assigned as the locality of Pi’late’s judgment hall? 

Where was Je’sus brought before Her’od An’ti-pas? 

Where is the room of the last supper shown? 

Where is the Palace of Cai’a-phas shown? 


LESSON XXVIII. REVIEW OF BIBLE GEOGRAPHY 


I. Concerning the Old Testament world: 

I. State its general location and dimensions. 
2. Name and locate its six large bodies of water. 
3. Name and locate its five great mountain ranges. 
4. Name and describe its five important rivers. 
5. State its three great natural divisions. 
6. Name the lands in each division. 
7. Name and locate nine of its principal places. 

II. Concerning the New Testament world: 
t. Name and locate its important seas. 
2. Name and locate five of its islands. 
3. Name its five provinces in Eu‘rope. 
4. Name its three provinces in Af’ri-ca. 
5. Name four of its provinces in A’si-a. 
6. Name in order the fourteen previnces of A’si-a Mi’nor, 
7. Name and locate twelve important places. 

III. Concerning the Land of Pal’es-tine: 
1. State and explain its names at different periods. 
2. Give its dimensions. 
3. Name and locate its larger bodies of water. 


a 


ut 


ioe) 


Q. 


Io. 
Il. 


TEACHER-TRAINING LESSONS 


. State its natural divisions. 
. Name its mountains, give their locations, and a fact about 


each. 


. Name its brooks, and state their locations. 
. Name the principal places, following the natural divisions 


of the land. 


. Name and locate the peoples of Pal’es-tine in the earlier 


periods. 

State the names of the twelve tribes of Is’ra-el, and the 
location of each. 

Name and bound its two kingdoms. 

Name and locate the five provinces in the New Testament 
period. 


[V. Concerning the city of Je-ru’sa-lem: 


I. 


Give its names in various ages. 


2. Name and locate the mountains in and around the city. 


at 


ON 


. Name and locate its valleys. 
. State in order of settlement the different parts of the city. 
. Name and locate the pools and springs of water, also events 


connected with them. 


. State and locate the different places of historical interest in 


the city. 


PART IV 
NINE LESSONS IN BIBLE INSTITUTIONS 


LESSON XXIX. THE ALTAR AND ITS OFFERINGS. 
LESSON XXX. THE TABERNACLE. 
LESSON XXXI. THE TEMPLE. PART I. 

LESSON XXXII. THE TEMPLE. PART II. 

LESSON XXXIII. THE SYNAGOGUE. PARTI. 
LESSON XXXIV. THE SYNAGOGUE. PART II. 
LESSON XXXV. THE SACRED YEAR. PARTI. 
LESSON XXXVI. THE SACRED YEAR. PART II. 
LESSON XXXVII. REVIEW OF BIBLE INSTITUTIONS. 


LESSON XXIX. THE ALTAR AND ITS OFFERINGS 


As preparatory to the Christian Church, in the development of the 
divine purpose of redemption, we notice four great institutions, each 
related to the others, and all united in a progressive order. These are. 

1. The Altar, the earliest institution for worship. 

2. The Tabernacle, which was an outgrowth of the Altar. 

3. The Temple, which was a development of the Tabernacle. 

4. The Synagogue, which was supplementary to the Temple, and 
formed an important step toward the Church of Christ. 

In studying the first of these religious institutions we notice— 

I. The Aftar. 

II. Its Offerings. 

I. The Altar. 1. Its universality. There was scarcely a people in 
the anetent world without an altar. We find that the worship of every 
land and every religion was associated with altars. See allusions in 
Isa. 65. 3; 2 Kings 16. 10; Acts 17. 23 to altars outside of the Is’ra- 
el-ite faith. 

2. Its origin is unknown, but it was early sanctioned by a divine 
approval of the worship connected with it (Gen. 4. 3, 4; 8. 20: 
12. 8). 

69. 


70 TEACHER-TRAINING LESSONS 


3. Its material—originally earth or unhewn stone. Where metal 
or wood was used it was merely for a covering, the true altar being of 
earth inside (Exod. 20. 24, 25). 

4. Its idea—that of a meeting place between God and man, involy- 
ing a sacrifice for sin. 

5. Its purpose—to prefigure the cross whereon Christ died (x Pet. 
3. 18; Heb. 9. 22; John 1. 29). 

Il. Its Offerings, which were of five kinds, classified as follows: 

1. The Sin Offering. (a) This regarded the worshiper as a sinner, 
and expressed the means of his reconciliation with God. (6) The 
offering consisted of an animal. (¢) The animal was slain and burned 
without the camp. (d) Its blood was sprinkled on the altar of incense 
in the Holy Place (Lev. 4. 3-7). 

2. The Burnt Offering. (a) This regarded the worshiper as already 
reconciled, and expressed his consecration to God. (6) It consisted of 
an animal, varied according to the ability of the worshiper. (c) The 
animal was slain and burned on the altar. (d) Its blood was poured out 
on the altar, a token that the life of the worshiper was given to God 
(Lev. 1. 2-9). 

3. The Trespass Offering.1 (a) This represented the forgiveness of 
an actual transgression, whether to God or man, as distinguished from 
the condition of a sinner represented in the sin offering. (6) The offer- 
ing consisted of an animal, generally a ram, though a poor person 
might bring some flour. (c) The animal was slainand burned on the 
altar. (d) The blood was poured out at the base of the altar (Lev. 
5. I-10). 3 

4. The Meat Offering.? (a) This expressed the simple idea of thanks- 
giving to God. (6) It consisted of vegetable food. (c) The offering was 
divided between the altar and the priest; one part was burned on the 
altar, the other presented to the priest to be eaten by him as food 
(Lev. 2. 1-3). ’ 

5. The Peace Offering. (a) This expressed fellowship with God in 
the form of a feast. (b) It consisted of both animal and vegetable 
food. (c) The offering was divided into three parts: one part burned 
upon the altar, a second eaten by the priest, a third part eaten by the 
worshiper and his friends as a sacrificial supper. Thus God, the priest, 
and the worshiper were all represented as taking a meal together. 


1 Called in the Revised Version “‘guilt offering.” 
2 This is called in the Revised Version ‘‘the meal offering’’; that is, the offering to 
God of a meal to be eaten. It might be called ‘food offering.” 


TEACHER-TRAINING LESSONS 71 


BLACKBOARD OUTLINE 


I. The Alt. 1. Univ. 2. Ori. 3. Mat. 4.Id. 5. Pur. 
II. Off. 


. Si. Off. |Sin. rec. G.JAn. SL. bur. Spr. alt. inc. 
. Bu. Off. |Con. G. An. Sl. bur. Pou. alt. 
. Tre. Off. |For. trans. |An. Sl. bur. Pou. ba. alt. 


. Me. Off. |Tha. Gd. |Veg. Alt. pri. 
. Pea. Off.|Fel. G. An. Veg. |Alt? pr. wor. 


ABW D H 


REVIEW QUESTIONS 


What is the purpose shown in all Bible history? 

Name the five great institutions for worship in the Bible. 
What shows the universality of the altar in connection with worship? 
What is said of the origin of the altar? 

Of what material were the earliest altars made? 

What was the religious idea in the altar? 

What prophetic purpose did the altar have? 

Name the five kinds of offerings. 

How did the sin offering regard the worshiper? 

What did the sin offering express? 

Of what did the sin offering consist? 

What was done with the offering? 

What was done with the blood? 

What was the design of the burnt offering? 

Of what did the burnt offering consist? 

What was done with the animal? 

What was done with the blood in the burnt offering? 
Wherein did the trespass offering differ from the sin offering? 
Of what did the trespass offering consist? 

What was done with the sacrifice? 

What did the meat offering express? 

Of what did it consist? 

How was the meat offering used? 

What was expressed by the peace onering? 

Of what did it consist? 

What was done with the peace offering? 


LESSON XXX. THE TABERNACLE 


1. When the family of A’bra-ham grew into a people its unity was 
maintained by regarding the altar—and but one altar for all the 
Twelve Tribes—as the religious center of the nation. 

2. To the thought of the altar as the meeting place with God was 


72 TEACHER-TRAINING LESSONS 


added the conception of God dwelling among his people in a sanctuary 
and receiving homage as the King of Is’ra-el (Exod. 25. 8). 

3. Thus the altar grew into the Tabernacle, which was the sanctuary 
where God was supposed to dwell in the midst of the camp. As was 


——— = x 


THE TABERNACLE. 


necessary among a wandering people, it was constructed of such ma- 
terials as could be easily taken apart and carried on the march through 
the wilderness. 

In considering the Tabernacle and its furniture we notice the fol- 
lowing particulars: 

I. The Court, an open square surrounded by curtains, one hundred 
and fifty by seventy-five feet in extent, and occupying the center of 
the camp of Is’ra-el (Exod. 27. 9-13). In this stood the Altar, the 
Laver, and the Tabernacle itself. 


TEACHER-TRAINING LESSONS 73 


II. The Altar of Burnt Offerings stood within the court, near its 
entrance. It was made of wood plated with “‘brass’’ (which is sup- 
posed to mean copper), was seven and one half feet square, and four 
and one half feet high. On this all the burnt sacrifices were offered 
(Exod. 27. 1; 40. 29), except the sin offering. 

JU. The Laver contained water for the sacrificial purifyings. I+ 
stood at the door of the tent, but its size and form are unknown 
(Exod. 30. 17-21). 

IV. The Tabernacle itself was a tent forty-five feet long, fifteen feet 
wide. Its walls were of boards, 
plated with gold, standing upright; 
its roof of three curtains, one laid 
above another. Whether there was 
a ridge pole or not is uncertain. [The 
cut on page 72 represents the for- 
. mer arrangement.] It was divided 
by a veil across the interior into 
two apartments, the Holy Place 
and the Holy of Holies (Exod. 36. 


V. The Holy Place was the 
larger of the two rooms into which 
the tent was divided, being thirty 
feet long by fifteen wide. Into this 
the priest entered for the daily 
service. It contained the Candle- 
stick, the Table, and the Altar of 
Incense (Heb. 9. 2). 

VI. Tke Candlestick (more cor- 
rectly, ‘lampstand’’) stood on the 
left side of one entering the Holy 
Place; made of gold, and bearing 
seven branches, each branch hold- 
ing a lamp (Exod. 25. 31-37). 

VII. The Table stood on the 
right of one entering the Holy  pracramsHowiNe LOCATION OF THE OB- 
Place, made of wood, covered with JECTS WITHIN THE TABERNACLE COURT 
gold; three feet long, a foot and a 
half wide, two and one quarter feet high; contained twelve loaves of 
bread, called ‘‘the bread of the presence’ (Exod. 37. 10, 11). 


74 TEACHER-TRAINING LESSONS 


VIII. The Altar of Incense stood at 
the inner end of the Holy Place, near the 
veil; made of wood, covered with gold; a 
foot and a half square and three feet high. 
On it the incense was lighted by fire from 
the altar of burnt offering (Exod. 30. 
I, 2). 

IX. The Holy of Holies was the inner- 
most and holiest room in the Tabernacle, 

eRe ORR eeen on into which the high priest alone entered 

on one day in each year (on the Day of 

Atonement); in form a cube of fifteen feet. It contained only the Ark 
of the Covenant (Heb. 9. 3). 

X. The Ark of the Covenant was a chest con- 
taining the stone tablets of the Commandments; 
made of wood, covered on the outside and inside 
with gold: three feet nine inches long, two feet 
three inches wide and high. Through gold rings on 
the sides were thrust the staves by which it was 
borne on the march. Its lid, on which stood two 
figures of the cherubim, was called ‘“‘the mercy 
seat.’’ On this the high priest sprinkled the blood 
on the Day of Atonement (Exod. 25. 17, 18; 


Heb. 9. 7). ALTAR OF INCENSE 
BLACKBOARD OUTLINE 


THE TABERNACLE 
. Cow. sq. 150.75. (Al. Lav. Tab.) 
. Alt. woo. br. 74. 44. 
- Lav. do. ten. 
. Tab. 45. 15. bds. cur. (H.P. H.H.) 
Ho. Pl. 30. 15. (Can. Tab. Alt.Inc.) 


. Can. go. 7 bran. 
. Tab. 3. 14. 2}. 12 loa. 
t. Inc. woo. gol. 1}. 3. 
- Ho. Hol, 15.15.15. (Ar. Cov.) 
. Ar. Cov. WoO. go. 3,9. 2,3. “‘mer. se.” 


REVIEW QUESTIONS 


How was the unity of the Is’ra-el-ite people maintained? 
What was the conception or thought in the Tabernacle? 
Why was it constructed of such materials? 

What was the court of the Tabernacle? 

What were the dimensions of the court? 


—_— 


TEACHER-TRAINING LESSONS 75 


What stood in the court? 

What were the materials of the Altar of Burnt Offerings? 
What was the size of this altar? 

What was the laver, and where did it stand? 
What was the Tabernacle itself? 

Into what rooms was it divided? 

How was it covered? 

What were the dimensions of the Holy Place? 
What did the Holy Place contain? 

What was the form of the candlestick? 

Where did the candlestick stand? 

Of what was the Altar of Incense made? 

What were its dimensions? 

For what was this altar used? 

What were the dimensions of the Holy of Holies? 
What did the Holy of Holies contain? 

Who alone entered this room, and how often? 
What was the Ark of the Covenant? 

What was the ‘‘mercy seat’’? 


LESSON XXXI. THE TEMPLE 
Part I 


zr. After the Is’ra-el-ites had become a settled people, and had been 
organized into a kingdom, the Tabernacle grew into a Temple, figuring 
the palace of Jehovah. 

2. The first Temple was built by Sol’o-mon, on Mount Mo-ri’ah, 
about one thousand years before Christ. This was destroyed by Neb’u- 
chad-nez’zar, B. C. 587, but rebuilt under Ze-rub’ba-bel and finished 
B. C. 515. This became dilapidated, and its restoration was begun 
under Her’od the Great, B. C. 20. It was not fully completed until 
A. D. 65, only five years before its.final destruction. 

3. The three Temples were according to the same general plan, but 
differing in details. The last Temple, standing in the time of Christ, 
is the one of which we know the most, and the one which we describe 
briefly. 

I. The Court of the Gen’tiles was a quadrangle, about one thousand 
feet on each side (nine hundred and ninety north, one thousand east, 
nine hundred and ten south, one thousand and sixty west). North was 
the tower of An-to’ni-a; east, the valley of the Kid’ron; south, the dis- 
trict O’phel; west, the valley of the Ty-ro’poe-on, and, beyend it, Mount 
Zi’on. On the eastern wall rose a corridor, Sol’o-mon’s Porch; on the 
southern, another, Her’od’s Purch. It was paved with marble, and 
on its open space was a market. It had six gates, one each on north, 


76 TEACHER-TRAINING LESSONS 

east, and south, and three on the west, leading to the city. Into this 
court Gen’tiles were permitted to enter. (See allusions in Acts ar. 
29; 3. 11; John 2. 14-16.) 


II. The Chef [pronounced Kel], or Sacred Inclosure, occupied the 
northwest corner of the Court of the Gen’tiles. It was a raised plat- 


& &) 
< 
2 OD 
Rue ev 
CHAMBERS atraR 
=| “a 
morte 5 COURT 


TWHO) 
OF EEPLAC 


d F THE WOMEN 
eACOURT OF cite : 
cou = = 
PRIESTS ra Ra 


CHEL OR SACRED INCLOSURE 


F ISRAEL 


COURT 


Woda eaenn a aeneceesananenee ane 
2 
> 
c 


COURT OF THE GENTILES 


Underground 
Entrance 


Racdnnecan ocean OS som sseesaaoen 
S 

ot > 
3 


VALLEY OF THE KIDRON 


form, containing the sacred buildings, eight feet above the level of the 
court, measuring six hundred and thirty feet from east to west by three 
hundred from north to south. Its outer wall was a lattice in stone, 
called Soreg, ‘“‘interwoven,” containing inscriptions in many languages, 


TEACHER-TRAINING LESSONS 77 


warning Gen’tiles not to enter on pain of death (Acts 21. 28, 29). This 
Chel was a terrace twenty-four feet wide, around an inner wall from 
forty to sixty feet high. It was entered by nine stairways, four on 
the north, one on the east, and four on the south. 

III. The Court of the Women occupied the eastern end of the Sacred 
Inclosure. It was a square, two hundred and forty feet on each side; 
its floor three feet higher than the platform of the Chel; surrounded by 
high walls; entered by four gates, one on each side. The one on the 
east was the Gate Beautiful (Acts 3. 2), that on the west the Gate 
Ni-ca’nor. The court was open to the sky, as were also the four rooms, 
one in each corner, each sixty feet square. The one on the northwest 
was used for the ceremony of cleansing the leper (Matt. 8. 4); northeast, 
for storage of wood; southeast, for the ceremonies of the Naz’a-rite’s 
vow (Acts 21. 23-26); southwest, for the storage of oil. The court 
had a gallery from which women could view the sacrifices; hence its 
name. It was also called ‘‘the Treasury,” from the gift boxes fastened 
upon its walls (Mark 12. 41, 42; John 8. 20). 


BLACKBOARD OUTLINE 
H 


Tem. Sol. 1,000. Zer. 515. Her. B.C. 20. 
I. Cou. Gen. 1,000. N.An. E. Val. Kid. S.Op. W. Val. 
vie Solel orssilers Por 
II. Chel. 8. 630. 300. 24. Soreg. g stair. 
III. Cou. Wom. 240sq. 4 ga. 4 rooms. N.W.lep. N.E. 
woo. S. E. Naz. vow. S. W. oil. Gal. Treas. 


REVIEW QUESTIONS 


How did the Tabernacle become a Temple? 

Name the three Temples, their builders, and the date of each, 
Name the six parts of the Temple in the time of Christ. 
What was the form of the court of the Gen’tiles? 

Give the boundaries of this court. 

What two porches stood beside it? 

How many gates did it have, and where were they? 

What was the name of the court, or sacred inclosure, within that of the Gen’tiles? 
What were its dimensions? 

What was the character of this court? 

What entrances led to it? 

Who were excluded from it? 

Locate and describe the Court of the Women. 

How was it entered? 


78 TEACHER-TRAINING LESSONS 


What rooms were in its corners? 
By what other name was it called? 
Why was it called the “‘Court of the Women”? 


LESSON XXXII. THE TEMPLE 
Part II 


IV. The Court of Is’ra-el, or Men’s Court, occupied the western end. 
of the Chel, and was a corridor surrounding the Court of the Priests. 
It was ten feet higher than the level of the Women’s Court; three hun- 
dred and twenty feet long from east to west, and two hundred and 
forty from north to south. The corridor was sixteen feet wide on the 
north and south, and twenty-four feet on the east and west. It was 
the place where the men stood to witness the sacrifices. Its outer 
wall was thick and high; within it was separated from the Court of the 
Priests by a railing. It had three gates on the north, one on the east, 
and three on the south. On the southeastern corner was the meeting 
room of the San-he’drin, or Great Council of the Jews. 

V. The Court of the Priests was a platform within the Court of 
Is’ra-el, raised three feet above it; about two hundred and eighty feet 
long by two hundred wide. Upon it stood the Altar, the Laver, and 
the Temple building. The Altar probably stood on the rough rock 
which lies under the dome of the Mosque of O’mar and gives its name, 
“The Dome of the Rock,” to the building. 

VI. The Temple building, or House of the Lord, consisted of four 
parts. 

1. The Porch was the vestibule in front, forming a tower one hun- 
dred and twenty feet high. 

2. The Holy Place was thirty feet wide and sixty feet long, having 
each of its dimensions double those in the tabernacle, and containing 
the Candlestick, the Table, and the Altar of Incense. 

3. The Holy of Holies was a cube of thirty feet on each side, sep- 
arated from the Holy Place by a double veil three inches apart. As 
there was no Ark of the Covenant it contained only a block of mar- 
ble, on which the blood was sprinkled on the Day of Atonement. 

4. The Chambers were rooms for the priests during their service at 
the Temple. They were situated around the building, but separate 
from it, and were three stories high. In one of these rooms each 
priest lived in turn for about two weeks in each year- 


TEACHER-TRAINING LESSONS 79 


BLACKBOARD OUTLINE 


Tem. Sol. 1,000. Zer. 515. Her. B. C. 20. 
I. Cou.Gen. 1,000. N.An. E. Val. Kid. S.Op. W. Val. 
Tyr. Sol. Por. Her. Por. 
II. Chel. 8. 630. 300. 24. Soreg. g stair. 


III. Cou. Wom. 2408q. 4 ga. 4 rooms. N. W. lep. N. E. 
woo. S. E. Naz. vow. S. W. oil. Gal. Treas. 
IV. Cou.Isr. 10. 320. 240. 16. 24. Sanh. 
V. Cou. Pri, 3. 280. 200. Alt. Lav. Tem. 
VI. Tem. buil. Por. 120. Ho. Pl. 30. 60, Hol. Hol. 30. 


REVIEW QUESTIONS 


What court was next to that of the women? 
Describe this court. : 

How was it separated from the other courts? 
What stood in one of its corners? 

What was the Court of the Priests? 

What were its dimensions? 

What stood in this court? 

Where did the altar stand? 

Name the four parts of the Temple building. 
Describe the porch of the Temple. 

Describe the Holy Place. 

Describe the Holy of Holies. 

What took the place of the Ark in this Temple 
Describe the chambers. 


LESSON XXXIII. THE SYNAGOGUE 
Part I 


The synagogue forms an important link between the Church of the 
Old Testament and that of the New, and greatly aided in preparing 
the way for the Gospel. 

I. Its Origin. The synagogue arose during the captivity, when the 
Temple was in ruins and the sacrifices were in abeyance. In the land 
of captivity the people of God met for worship and fellowship, and out 
of their meeting grew the synagogue, a word meaning ‘“‘a coming to- 
gether.” It is believed that the institution was organized as a part of 
the Jewish system by Ezra, B. C. 440. 

II. Its Universality. There was but one temple, standing on Mount 
Mo-ri’ah, and only those who journeyed thither could attend its serv- 
ices. But the synagogue was in every place where the Jews dwelt, both 


80 TEACHER-TRAINING LESSONS 


in Pal’es-tine and throughout the world. Wherever ten Jew’ish heads 
of families could be found there a synagogue would be established 
There were four hundred and sixty synagogues in Je-ru’sa-lem; and 
every nationality of Jews had its own (Acts 6. 9). 

III. The Place of Meeting. This might be a building erected for 
the purpose, or a hired room, or even a place in the open air (Acts 
16. 13). This meeting place was employed for secular as well as 
religious uses. Courts were held in it, and sentence was administered 
(Acts 22. 19), and sometimes a school for teaching the law was held 
init. Thus the synagogue became a center of local influence. 

IV. Its Arrangement. Every ancient synagogue contained: 

1. An “‘ark,”’ which was the chest for the sacred rolls, and stood in 
the end of the building toward Je-ru’sa-lem. 

2. Chief seats, elevated, near and around the “ark,” for the elders 
and leading men (Matt. 23. 6). 

3. A desk for the reader standing upon a platform. 

4. Places for the worshipers, carefully graded according to rank, the 
Gen’tile visitors having seats near the door of entrance. The place 
set apart for the Gen’tiles was called, as in the Temple, ‘“‘The Court 
of the Gen’tiles.” 

5. A lattice gallery where women could worship without being 
seen. 


BLACKBOARD OUTLINE * 


* 


I. Ori. Cap. Ez. B.C. 440. 
II. Univ. 1tofam. 460 Jer. 
III. Pl. Meet. Buil. room. open. sec. rel. sch. 
IV. Arr. 1. Ark. 2.Ch.se. 3. Des. 4. Pla. wor. 5. Lat. gal. 


REVIEW QUESTIONS 


Between what two institutions was the synagogue a link or connection? 
How did the synagogue originate? 

Who gave it definite organization? 

Wherein did it differ in location from the Temple? 

Where were synagogues formed? 

How many were in Je-ru’sa-lem? 

What buildings and places were used for the service of the synagogue? 
To what secular uses also were these put? 

What were the arrangements of the synagogue? 

Where did the women worship? 

What was the “‘ark’”’ in the synagogue? 


TEACHER-TRAINING LESSONS 81 


LESSON XXXIV. THE SYNAGOGUE 
Part II 


V. Its Officers. These were: 

1. Three rulers of the synagogue, who directed the worship, managed 
the business details, and possessed a limited judicial authority over the 
Jews in the district (Mark 5. 22; Acts 13. 15). One of these was the 
presiding officer, and called ‘“‘the ruler.” 

2. The chazzan (Luke 4. 20, ‘‘the minister’), who united the func- 
tions of clerk, schoolmaster, sexton, and constable to administer sen- 
tence on offenders. 

3. The batlanim, ‘‘men of ease,’’ seven men who were chosen to act 
as a legal congregation, were pledged to be present at the regular 
services, and sometimes received a small fee for being present. 

VI. Its Services. These were held on Saturday, Monday, and 
Thursday, and were conducted by the members in turn, several taking 
part in each service. They consisted of: 

1. Forms of prayer, conducted by a leader, with responses by the 
worshipers. 

2. Reading of selections from the law and the prophets, according 
to an appointed order (Acts 15. 21). The reading was in He’brew, but 
it was translated, verse by verse, into the language of the people, 
whether Greek or Ar-a-ma’ic. 

3. Exposition or comment upon the Scripture, in which any member 
might take part (Luke 4. 20, 21; Acts 13. 15, 16). 

VII. Its Influence. It is easy to perceive how widely and how 
powerfully the results of such an institution would reach. 

1. It perpetuated the worship of God and united the worshipers. 

2. It supplied a more thoughtful and spiritual worship than the 
elaborate ritual of the Temple. 

3. It promoted the study of the Old Testament Scriptures and 
made them thoroughly familiar to every Jew. 

4. It attracted the devout and intelligeiit among the Gen’tiles, 
many of whom became worshipers of God, and were known as ‘“‘pros- 
elytes of the gate” (Acts ro. 1, 2). 

VIII. Its Preparation for the Gospel. It is evident that the apos- 
tles and early Christian teachers were greatly aided by the synagogue. 

1. It furnished a place, for everywhere the Church began in the 
synagogue, even though it soon left it (Acts 13. 5; 18. 4; 19. 8). 

2. It prepared a people, for the synagogue was attended by the 


82 TEACHER-TRAINING LESSONS 


earnest and thoughtful, both of Jews and Gen'tiles, who were thus 
mide ready for the higher truths of the Gospel (Acts 13. 42, 43). 

3. It supplied a plan of service, for it is evident that the early Chris- 
tian worship was modeled, not on the ritual of the Temple, but on the 
simpler forms of the synagogue. 

4. It gave a system of organization, for the government of the early 
Church was similar to, and doubtless suggested by, that of the syna- 
gogue. 

BLACKBOARD OUTLINE 


| I. Oo Cap. Ez. B.C. 440. 


rie 
II. Univ. 10 fam. 460 Jer. 
Ill. Pf. Meet. Buil. room. open. sec. rel. sch. 
IV. Arr. 1. Ark. 2.Ch.se. 3.Des. 4. Pla. wor. 5. Lat. 


gal. 
V. Off. x. Rul. 2. Chaz. 3. Batl. 
Vir Servs "r.br 22 Rem eae Bexp: 
VII. ae 1. Per. wor. 2. Tho. wor. 3. St. O22. 4 Dev: 
en. 


VIII. Prep. Gosp. 1. Pl. 2. Peo. 3.Ser. 4. Org. 


“ REVIEW QUESTIONS 


Who were the officers of the synagogue? 

Who was the chazzan? 

Who were the batlanim? 

What were the services of the synagogue? 

What influence did the synagogue exert? 

Whom did the synagogue benefit outside the Jews? 

How did the synagogue prepare the way for the Gospel? 


LESSON XXXV. THE SACRED YEAR 
Part I 


I. Among the Is’ra-el-ites were certain institutions of worship ob- 
served at regular intervals of time, and which have been called The 
Periodical Institutions. These were: 

1. The Sabbath, observed one day in seven; of which the root idea 
is the giving to God a portion of our time. See-references in the Old 
Testament: Gen. 2. 3; Exod. 20. 8-11; Isa. 56. 2; 58. 13. In the New 


TEACHER-TRAINING LESSONS 83 


Testament we find the first day of the week gradually taking its place 
among the early Christians (Acts 20. 7; 1 Cor. 16. 2; Rev. 1. 10). 

2. The New Moon, which was the opening day of each month; re- 
garded as a sacred day, and celebrated with religious services (Num. 
Io. 10; 2 Kings 4. 23). 

3. The Seven Annual Solemnities, the important occasions of the 
year, six feasts and one fast day. 

4. The Sabbatical Year. One year in every seven was observed as a 
year of rest, and the ground was left untilled (Lev. 25. 2-7). 

5. The Year of Jubilee. Once in fifty years the Is’ra-el-ites were 
commanded to give liberty to slaves, freedom to debtors, and general 
restitution of alienated inheritances (Lev. 25. 9, 10). 

II. We take for special notice among these periodical institutions 
the seven annual solemnities of the Sacred Year. These may be clas- 
sified as: 

1. The Three Great Feasts, Passover, Pentecost, and Tabernacles; 
all observed at the capital, and requiring the people to make annual 
pilgrimages to Je-ru’sa-lem. 

2. The Annual Fast, the Day of Atonement. 

3. The Three Lesser Feasts, Trumpets, Dedication, Pu’rim. These 
were observed throughout the land, as well as at Je-ru’sa-lem. 

The services and aims of these annual solemnities will be presented 
in detail in the next lesson. 


BLACKBOARD OUTLINE 
————— a ne dL © 


I. The Per. Inst. 1. Sab. 2. N. Moo. 3. Sev. Ann. Sol. 
Aseoabs Ve. 5>.Ye.Jub. 

II. Sev. Ann. Sol. 1. Thr. Gr. Fe. Pass. Pen. Tab. 2. An. 
Fa. 3. Thr. Les. Fe. Trum. Ded. Pur. 


REVIEW QUESTIONS 


What 1s meant by “periodical institutions’? 

Name the five general periodical institutions of the Is’ra-el-ites, 
What did the Sabbath commemorate? : 

What were the new moons? 

How many feasts in the year were observed by the Is’ra-el-ites? 
What were the three great feasts? 

What was the annual fast? 

What were the three lesser teasts? 


84 TEACHER-TRAINING LESSONS 


LESSON XXXVI. THE SACRED YEAR 
Part II 


We will now take up the Seven Solemnities of the Jew’ish Year in 
detail. With regard to each of these we will note: 1. Its time. 2. The 
event which it commemorated. 3. How it was observed. 

1. The Feast of Passover (Luke 22. 1). 

1.) Was held in the spring, on the fourteenth of the month Abib 
or Nisan, corresponding to parts of March and April (Exod. 12. 
18). 

2.) Commemorated the exodus from E’gypt (Exod. 12. 42). 

3.) Observed with the eating of unleavened bread and the slain 
lamb (Exod. 12. 19-21). 

2. The Feast of Pen’te-cost (Acts 2. 1). 

1.) Was held early in the summer, on the fiftieth day after Pass- 
over, in the month Sivan, corresponding to May and June. 

2.) Commemorated the giving of the law. (See Exod. 19. 1, 11.) 

3.) Observed by “‘first fruits’ laid on the altar, with special sac- 
tifices (Lev. 23. 15-21). 

3. The Feast of Tabernacles (John 7. 2, 10). 

1.) Held in the fall, after the ingathering of crops, from the 15th 
to 21st of the seventh month, Ethanim, corresponding to Sep- 
tember and October (Lev. 23. 34). 

2.) Commemorated the outdoor life of the wilderness (Lev. 23. 43). 

3.) Observed by living in huts or booths, and by special sacrifices 
(Lev. 23. 35-42). 

4. The Day of Atonement, the only fast required by the Jew’ish 


1.) Held in the fall, on the tenth day of the month Ethanim (Lev. 
23. 27), five days before the Feast of Tabernacles. 

2.) Showing the sinner’s reconciliation with God. 

3-) On this day only in the year the high priest entered the Holy 
of Holies (Exod. 30. 10). 

§. The Feast of Trumpets. 

1.) Held on the first day of the seventh month, Ethanim, corre: 
sponding to September or October (Lev. 23. 24). 

2.) This feast recognized the “‘New Year Day” of the civil year.? 

3.) It was observed with the blowing of trumpets all through the 
land. 


‘ According to Josephus; the fact is not stated in the Bible, 


TEACHER-TRAINING LESSONS 85 
6. The Feast of Dedication, not named in the Old Testament. See 
John ro. 22. 
1.) This was held in the winter, on the 25th of the month Chisleu 
(or December), and for eight days thereafter. 
2.) It commemorated the reconsecration of the Temple by Ju’das 
Mac’ca-be’us, B. C. 166, after its defilement by the Syr’i-ans. 
3-) It was observed by a general illumination of Je-ru’sa-lem; 
hence often called ‘‘the feast of lights.” 
7. The Feast of Pu’rim, not named in the New Testament, unless it 
be referred to in John 5. 1. 
1.) Held in the early spring, 14th and 15th of the month Adar— 
March (Esth. 9g. 21). 
2.) Commemorating Queen Es’ther’s deliverance of the Jew’ish 
people (Esth. 9. 22-26). 
3.) Observed with general feasting and rejoicing. 


BLACKBOARD OUTLINE 


Sev. Ann. Sol. 
Thr. Gr. Fe. 
1.F. Pass. 1.) Spr. 2.) Com. Ex. Eg. 3.) Cee eet br. 
J iat 
2. F. Pen. z.) Sum. 2.) Giv. La. 3.) Fir. Fru. 
3. F. Tab. 1.) Fa. 2.) Out. Li. Wil. 3.) Bees Sac. 
Day. Aton. 1.) Fa. 2.) Sin. rec. G. . in Ho. 


2. F. Ded. 1.) Win. 2.) Rec. Tem. 166. 


3.) H 

t.F.Trum. 1.) Sev. Mo. 2.) N. Y. Da. 2) 
2) 

1.) Spr. 2.) Est. Del. pe 


REVIEW QUESTIONS 


Name the three great feasts. 

When was each great feast observed? 

What did each feast commemorate? 

How was each feast observed? 

What took place on the Day of Atonement? 
What did the Day of Atonement represent? 
What were the three lesser feasts? 

When was each observed? 

What did each lesser feast commemorate? 
How were these feasts observed? 


86 TEACHER-TRAINING LESSONS 


LESSON XXXVII. REVIEW OF BIBLE INSTITUTIONS 


I. Name four great institutions preparatory to the Church. 

II. Concerning the Altar state: 1. Its use in ancient religions; 
2. What is known as to its origin; 3. Its material; 4. Its idea; 5. Its 
prophetic purpose. : 

III. Name the five offerings among the Is’ra-el-ites. 

TV. State concerning each offering: 1. What it represented; 2. Of 
what it consisted; 3. What was done with it. 

V. Show how the Altar grew into the Tabernacle. 

VI. State the various parts of the Tabernacle, its court and con- 
tents. 

VII. Name the three Temples, who built them, and what became of 
them. 

VIII. Describe the courts of Her’od’s Temple. 

IX. Name the various parts of the Temple building, their dimen- 
sions and uses. 

X. State concerning the Synagogue: 1. Its origin; 2. Its locality; 
3. The building or place of meeting; 4. Its arrangements; 5. Its officers; 
6. Its services; 7. Its influence; 8. Its preparation for the Gospel. 

XI. Name and describe ‘“‘the periodical institutions’ of the Old 
Testament. 

XII. Name and describe the three great Feasts of the Jews. 

XIII. .Explain the annual fast of the Jews. 

XIV. Name and explain the three lesser feasts 


——- 


PART V 


TWELVE LESSONS ON THE PUPIL? 


LESSON XXXVIII. THE LITTLE BEGINNERS. PART I. 
LESSON XXXIX. THE LITTLE BEGINNERS. PART II. 
LESSON XL. THE PRIMARY PUPILS. PART I. 
LESSON XLI. THE PRIMARY PUPILS. PART II. 
LESSON XLII. THE JUNIOR PUPILS. PART I. 
LESSON XLII]. THE JUNIOR PUPILS. PART II. 
LESSON XLIV. THE INTERMEDIATE PUPILS. PART I. 
LESSON XLV. THE INTERMEDIATE PUPILS. PART II. 
LESSON XLVI. THE SENIOR STUDENTS. PART I. 
LESSON XLVII. THE SENIOR STUDENTS. PART II. 
LESSON XLVIII. THE ADULT STUDENTS. 


- LESSON XLIX. REVIEW OF LESSONS ON THE PUPIL. 


LESSON XXXVIII. THE LITTLE BEGINNERS 
Part I 


‘The Sunday school is the only educational institution of our time 
which provides courses of study for all ages, from the little child of 
three to the patriarch of fourscore, and embraces them all in its mem- 
bership. We shall classify the different departments of the school 
later, under the topic of “‘Organization”’; but it is necessary to study 
the traits and needs of the pupil at each of the great divisions of his 
life. We begin with the youngest children in the Sunday school, the 
Little Beginners, from three to six years of age. This has been called 
“the age of instinct,” or of action suggested by natural impulse, 
tather than by judgment or education. 


1 In the preparation of these lessons on the Pupil the author wishes to acknowledge 
his indebtedness to the “‘Charts of Childhood and Adolescence,’’ prepared by Profes- 
sor Edward P. St. John, of the Hartford School of Religious Pedagogy; also to ‘‘The 
Pedagogical Bible School,” by Samue! B. Haslett. Many other works have been 
consulted, but these have been found most useful. 


87 


88 TEACHER-TRAINING LESSONS 


I. The Traits of the Little Beginners. These have been carefully 
studied by specialists in child-nature, and have been classified as the 
following: 

1. Physical Growth. Relatively to other periods, the body grows 
faster at this period than at any later time in life. Hence the body, 
even more than the mind, must be considered in teaching. Food must 
be given at regular and frequent intervals; the need of exercise must 
be recognized; rest must be provided. Hence also the lessons taught 
must be of the simplest nature; and the memory should not be taxed 
severely. [Note in the above paragraph concerning (1) Growth; 
(2) Food, exercise, rest; (3) Lessons; (4) Memory.] 

2. Play-Instinct. All children are fond of play, but at no other 
time does the child play so constantly. The demand for amusement 
is often perplexing to parents; and the kindergarten with its plays 
becomes a great aid. The plays of this period, when the child is left 
to itself, are not often games, but generally the zmziation of older peo- 
ple, doing as mother or father or the older children do. A characteristic 
of the period is apt to be solitary playing, rather than in games requir- 
ing association with others; for example, two little children with 
blocks will not build one house together, but each will build his own. 
There is apt to be an apparent selfishness, each child wishing to have 
his own property rights to chair, blocks, doll, etc., recognized. The 
real reason for this is that he is too young to understand ‘“‘lending”’ or 
“‘co-operation”’ with others. [Note (1) Demand for play; (2) Imitation; 
(3) Solitary; (4) Apparent selfishness.] 

3. A Strong Imagination is another trait—A stick or a bundle of 
rags will make ‘‘a real baby’”’; a chair becomes “‘a truly horse.”” The 
world of the imagination is a real world to the child. Hence, he is 
fond of stories, without any special interest in facts, scarcely asking 
whether the story is true or fictitious. The wise parent or teacher will 
keep in mind a store of stories for the little children. [Note (1) Imagi- 
nary world; (2) Fond of stories. ] 

4. Restlessness or desire for change is another marked trait. The 
little child cannot stay long in one position; he leaves one toy for 
another, strewing the room with discarded playthings. He turns 
from one subject of interest to another with surprising rapidity. His 
attention is easily diverted; he lacks perseverance and cannot continue 
long on one line. 

5. Dependence. The little child clings closely to its mother or its 
kindergarten teacher. It expects to be cared for, and looks up to older 
people with absolute trust and confidence. 


TEACHER-TRAINING LESSONS 8&9 


BLACKBOARD OUTLINE 
———— rs 


I. Trai. Lit. Beg. 1. Phys. Gro. (1) Gr. (2) Foo. Ex. Re. (3) Less. 
(4) Mem. 

. Pl. Inst. (1) Dem. (2) Im. (3) Sol. (4) App. self. 

. Str. Imag. (x) Im. wor. (2) Fo. stor. 

Rest. 

. Dep. 


Uhw bd 


REVIEW QUESTIONS 


Wherein does the Sunday school differ in its plans from all other schools? 
Who are meant by ‘“‘the little beginners” in Sunday school? 
Name five traits of those little children? 

What are the facts about the body? 

What is said of food, exercise, and rest? 

What lessons should be taught? 

How should the memory be treated? 

What are the traits of the plays of little children? 

How is apparent selfishness explained? 

How does the imagination affect the child? 

How is restiessness shown? 

What is said of the child’s dependence? 


LESSON XXXIX. THE LITTLE BEGINNERS 
Part II 


I. Review carefully the last lesson on the Traits of the Little 
Beginners. 

II. Hints concerning the Teaching of the Little Beginners. 

1. If possible, a separate room should be provided, even apart from 
the Primary Department, so that the frequent changes in the program, 
the marches, and the motion-songs will not interrupt others. In most 
Sunday schools, however, the Beginners form the lowest grade of the 
Primary Department, and meet in the same room. 

2. Classes may be of both sexes together. Little children are un- 
conscious of the distinctions of sex; the boys and girls play together> 
and they may be in classes together. It is desirable that the class 
should be seated upon little chairs, so that each pupil can have a chair 
to himself. 

3. Activity should be directed, not repressed, by exercises, motion- 
songs, marchings, etc., the children taking part in frequent movements. 
The program at any given session should have frequent changes, in 


90 TEACHER-TRAINING LESSONS 


order not to weary the little ones by keeping their attention long on 
one subject. 

4. Lessons should be short, and in the form of stories. The lesson 
may be a nature story, showing our Father’s care for all his creatures: 
or a bible story, telling of human life. But pathetic or sanguinary facts 
should be avoided or passed over lightly. The vocabulary of the 
little ones is limited, hence stories should be told very simply. [Note 
(1) Stories: Nature, Bible; (2) Pathetic, avoided; (3) Told simply.] 

5. Memory lessons should be few and brief; some very simple verses 
about childhood, God’s love, and love to God, the Lord’s Prayer, some 
songs of childhood, etc. Leave creed and catechisms to later periods. 

6. The moral and religious teaching should be about God our Father, 
and Jesus his Son our Lord. The little child in his dependence upon 
his earthly father and mother can readily be taught to look up to God 
as his Father in heaven, and to follow the example of parent and 
teacher in offering his little prayer to God. Imitation of the outward 
fcrm will by degrees awaken the child to the inward reality of religion. 

BLACKBOARD OUTLINE 
- ——__—_____—_________ 
J. Trai. Lit. Beg. 1. Phys. Gro. (1) Gr. (2) Foo. Ex. Re. (3) Less. 
(4) Mem. 
2. Pl. Inst. (1) Dem. (2) Im. (3) Sol. (4) App. self. 


3. Str. Imag. (1) Im. wor. (2) Fo. stor. 
4. Rest. 


5. Dep. F 
II. Hints. 1. Sep. roo, 2Sex. tog. 3. Act. dir. 4. Les. sh. 
(r) Sto. nat. Bib. (2) Avoi. path. (3) Tol. sim. 5. Mem. 
| les. 6. Mor. rel. tea. 
oo 
REVIEW QUESTIONS 
Why should a separate room be provided for the Little Beginners? 
Should the sexes be separated in classes? 
How should activity be retognized? 
What kind of lessons should be taught? 
What should be taught as memory lessons? 
What moral and religious teachings should be given? 


LESSON XL. THE PRIMARY PUPILS 
Part I 


At about the age of six years a gradual change comes over the 
child; and from six to nine years it should belong to what is known 
as the Primary Grade in the Sunday school. 


TEACHER-TRAINING LESSONS Or 


I. Let us ascertain the most important Facts with regard to the 
Primary pupils. 

zt. The most prominent fact, and one which brings great results, 
is the beginning of school age. There may have been a preparation 
for this stage in the kindergarten, but in that institution school life 
has been merely ‘‘play,”’ although play wisely directed. Now school 
becomes study, with definite tasks and lessons to learn, requiring effort. 
With school the influence of the teacher is felt, assuming a large part 
of the power hitherto held by the parent. The little pupil finds that 
there are worlds of knowledge held by the teacher; and the wise 
teacher holds a high place in the love and respect of the child. Be- 
sides association with the teacher comes also association with other 
children. They learn to play together, to study together, to form 
friendships, to have their own characters modified by contact with 
each other. [Note (1) Study; (2) Influence of teacher; (3) Association.] 

2. Increase of mental power is another trait. The brain grows during 
this period far more than afterward; and grows not only in size, but in 
definiteness and quality of material. The vocabulary of the child is 
greatly enlarged. Its perceptions are active, but not as yet accurate 
and precise. The child is still under the influence of the tmagination, 
though less actively than before; and still fond of stories, but begins 
to recognize the difference between the true and the fictitious. [Note 
(2) Brain; (2) Vocabulary; (3) Perceptions; (4) Imagination; (5) Sto- 
ries.] 

3. This is the question age. The senses are active, and their impres- 
sions vivid; the mind is alert; and the world is before the child. It 
sees with open eyes, hears with open ears, and inquires with insatiable 
curiosity. The wise parent and teacher will try to answer the ques- 
tions of the child; but will not pretend to a knowledge which he does 
not possess. [Note (1) Senses; (2) Inquiries; (3) Answers.] 

4. This is also the habit-formieg age. It has been declared that 
more of the enduring habits of life are fixed now than at any other 
period. Even in old age the grooves of life and conduct that have 
been worn in childhood continue. More than one man, after years of 
wandering from the simple belief of childhood, has returned to it in 
maturer years. 

5. It isan age of candor and sincerity. There is an artless simplicity 
about the child at this period. Its nature is open and frank; and it 
expresses its youthful opinions with an honesty which is sometimes 
embarrassing to older people, who may have opinions as decided, but 
have learned worldly wisdom in the expression of them. 


92 TEACHER-TRAINING LESSONS 


6. It is an age of the emotions. Love, joy, sympathy are strongly 
felt and freely expressed. The child is susceptible to kindness, feels 
a love for those who show interest in it, and is not ashamed to mani- 
fest its affection, as it is apt to become at a later period. One element 
of fascination and delight in primary teaching is the love for the 
teacher shown by the children. 

7. It is an age of faith. The child believes without question in an 
unseen Being, the good God of whom the mother and the teacher 
speak, and to whom the father prays with the family. And the child’s 
belief in God is real and vivid. He may have too human a conceptior 
of God’s nature, but he will gradually grow into a higher and more 
intellectual vision. When rightly trained he is apt to enjoy religious 
services, especially when they are adapted to his age, as in the Primary 
class and the Junior Young People’s Society. 


BLACKBOARD OUTLINE 
H 
I. Facts. 1. Sch. Ag. (1) Stu. (2) Tea. (3) Ass. 

2. Men. Pow. (1) Br. (2) Voc. (3) Per. (4) Im. (5) Sto. 

3. Qu. Ag. (1) Sen. (2) Ing. (3) Ans. 
4. Hab. For. Ag. 
5 
6 


Cand. 
. Emo. 


7. Fat. 
$$ < 
REVIEW QUESTIONS 


What ages are included in the Primary grade? 
Name seven traits of pupils in this grade. 

What are the effects of school life on little children? 
What are the mental traits of this period? 

How is this the question age of the pupil? 

What shows that this is the habit-forming age? 
What is said of the candor of little children? 

How are the emotions manifested? 

Wherein is this an age of faith? 


LESSON XLI. THE PRIMARY PUPILS 


Part II 
I. Review carefully the last lesson on the Traits of the Primary 
Pupils. 
II. Hints Concerning Management and Teaching of the Primary 


TEACHER-TRAINING LESSONS 93 


Pupils. In an outline, details cannot be given; for full directions of 
organization, management, and teaching, works on the special subject 
should be consulted. 

1. The teachers of this grade should generally be women, possessing 
a love of children and patience with them; a knowledge of the Bible, 
and wisdom in adapting it to the mind of childhood. 

2. If possible, the class should meet in a separate room, entirely 
apart from the main school, with its own opening and closing exer- 
cises, and its own program. 

3. Its organization should include a Primary Superintendent, As- 
sistant Superintendent, Secretary and Treasurer (one person holding 
both offices, if desirable), and Pianist or musical leader; with as 
many teachers as may be needed, giving to each teacher about six 
pupils. 

4. The department should be graded into three sections or sub- 
divisions, for children of six, seven, and eight years respectively; 
allowance being made for children who are either advanced or back- 
ward in mental condition, with promotions from class to class each 
year. Boys and girls may be classed together; except that in the upper 
or “eight years’ class” they may be separated if convenient, provided 
the number in the class be sufficient. 

5. The teaching should be partly in the classes by the teachers, 
partly by the Primary Superintendent to the children collectively. 

6. In this department the children should be taught, and should be 
expected to learn, not merely to listen to stories. Questions should be 
asked, and reviews given; and a beginning should be made in real Bible 
instruction. 

7. In addition to the regular lesson, supplemental lessons should be 
given according to a regular system; such as Psalm 23, the Ten Com- 
mandments, the Apostles’ Creed and a few church hymns, and im- 
portant passages of Scripture. Plans of graded supplemental lessons 
are supplied by the various state associations of the United States 
and provincial associations of Canada. 

8. The religious activity of the child should be awakened. He 
should be taught to pray, not merely to say a prayer, but to express 
his own prayers; to love God and Jesus Christ as our Lord, living and 
watching over us; to live in communion with God, that is, to be con- 
scious of God’s presence and all-seeing eye without fear; to understand 
the principles of right and wrong, and always to do right; in other words, 
to be a Christian child now, without waiting for some future work of 
conversion. The best Christians are those who grow up from child- 


94 TEACHER-TRAINING LESSONS 


hood in Christ. [Note (1) Prayer; (2) Love of God; (3) God’s pres- 
ence; (4) Do right; (5) Christian.] 


BLACKBOARD OUTLINE 


I. Facts. 1. Sch. Ag. (1) Stu. (2) Tea. (3) Ass. 
2. Men. Pow. Br. (2) Voc. (3) Per. (4) Im. (5) Sto. 
3. Qa; i (1) Sen. (2) Ing. (3) Ans. 
4. Hab. for Ag. 5.Cand. 6.Emo. 7. Fat. 
II. Hints. 1.Tea. 2.Sep.roo. 3. Org. 4.Sec. 5. Tea. 6. Les. 
tau. 7. Sup. Les. 8. Rel. act. (1) Pr. (2) Lo.G. (3)G. 
pres. (4) Do. ri. (5) Chr. now. 


REVIEW QUESTIONS 


What eight hints or suggestions are given to teachers of these pupils? 
Who should be teachers of this grade? 
Where should the Primary Department meet? 
How should it be organized? 
How many sections or subdivisions should it include? Should Kier be classed with girls? 
‘How should the teaching be given? : 
What in the way of study should be expected of the children? 
What supplemental lessons should be taught? 
How should the religious life of the child be promoted? 


LESSON XLII. THE JUNIOR PUPILS 
Part I 


At the age of eight or nine a change comes gradually over the 
child’s nature; and a new stage in its history begins. In relation to 
the Sunday school this stage is called the Junior period. That name 
for it has not been as yet unanimously adopted, but for the sake of 
uniformity it should be accepted. This important period in life lasts 
about four years, from nine to twelve or thirteen. Both in entering 
and leaving it girls are apt to be a little in advance of boys; a girl at 
twelve being in mentality on a par with a boy at thirteen. 

I. The Traits of the Junior Period. These are in strong contrast 
with the traits of the Primary age, and even stronger contrast with 
those of the period that follows the Junior. We consider them under 


TEACHER-TRAINING LESSONS 95 


the heads of physical, mental, social, moral, and religious charac- 
teristics; although some traits might be named under more than one 
head. 

1. Physical Traits. These are so closely intertwined with the | 
mental traits that it is sometimes difficult to separate them. 

1.) There is a slower growth in the size of body and brain, but a 
strong development of both in strength and firmness of tex- 
ture. This development shows its results upon both the body 
and the mind. 

2.) Corresponding with increasing strength of muscle, nerve, 
and brain, there is a great increase of physical activity. The 
boy will run or walk farther and faster than the child. He 
enters upon games that require greater energy, like baseball, 
and other hard sports. The tendency is to take risks, do 
adventurous exercises, live out of doors, etc. Girls also abound 
in life and activity, but in less vigorous forms. 

2. Mental Traits. The brain may not be more active than in the 
2arlier age, but its activity has greater definiteness and persistence. 

1.) Curiosity is one strong trait at this period. It takes the 
form of an interest in facts. Boys in particular are apt to 
dislike “fairy tales’’ and stories of an impossible sort; but they 
are eager to acquire knowledge of facts, though as yet caring 
little for processes of thought or abstract ideas. History, 
biography of great men, stirring events and stories of ad- 
venture appeal to their minds. 

2.) Memory is stronger, more accurate, and more retentive 
than at any other period. This is the time for memorizing 
and remembering. Those who have failed to learn Bible 
verses or Bible facts during this period will find the task 
doubly difficult later. 

3.) Arrangement of knowledge is frequently manifested; learning 
the sequence of events in history; of locality in geography; — 
of facts in biography, etc. 

4.) Love of reading is also shown. The boy or girl for the first 
time now reads with ease and enjoyment, and the world of 
books is open. Many read with rapidity, a story or two each 
day, if they can obtain them. This trait will require wise 
guidance from parent and teacher. 

5.) The trait of acquisitiveness shows itself in some odd forms, 
as a tendency for gathering and hoarding all sorts of things. 
The boy’s pockets become a museum of curiosities; the girl’s 


96 


TEACHER-TRAINING LESSONS 


treasure box or drawer is not unlike it; postage stamps, stones, 
pictures of all kinds are collected. All this springs from the 
curiosity of the boy or girl. 


3. Social Traits. These are also strongly marked at this period: 


1.) The sex instinct first reveals itself in repulsion. Boys and 
girls no longer play together; but boys are with boys only, 
and girls with girls. 

2.) Friendships arise between individuals of the same sex. 
Every boy has his mate who is his constant companion; and 
every girl also has her yirl friend. These companions never 
tire of being together. 

3.) The club-spirit begins; girls form societies; and boys form 
clubs and ‘‘gangs.’”” Loyalty to the association must be main- 
tained, even though truth and morals are sometimes sacrificed. 


. There are also moral traits to be noted. 


1.) While this age is not always marked by strong conscientious- 
ness or high principle in conduct, yet there is a clearly defined 
moral sense. The boy or girl sees more strongly than in earlier 
years the difference between right and wrong. To the pri- 
mary child ‘‘right’” is what he is told to do, and ‘‘wrong”’ 
is what is forbidden. But at the Junior age there is a clear 
distinction between right and wrong in themselves. 

2.) With this enlightenment rises a sense of justice, a demand 
for ‘‘fair play.’’ The boy or girl is quick to perceive wrongs 
and to resent them; and also ready to respond to a demand 
for that which is right and just. This instinctive sense may 
become a power when guided by a wise parent or teacher. 


5. Religious Traits. The religious spirit may be awakened, and 


should be awakened, during this period. It will not often be mani- 
fested in emotional states, or excited feelings, but will be shown in 
two ways. 


1.) In an admiration for the heroic and noble in Christian char- 
acter, as for the great men and women of the Bible, for self- 
denying missionaries and active workers for Christ, and above 
all for Christ himself. The religious life of this period does 
not consist in believing certain doctrines, nor feeling certain 
emotions, but in obedience to Christ as Lord. 

2.) In a willingness to work for Christ and the Church. Give 
the Juniors something to do; and they are ready to take time 
and energy to do it, even when it requires self-denial for its 
accomplishment. 


TEACHER-TRAINING LESSONS 97 


BLACKBOARD OUTLINE 


I. Trai. Jun. Per. 1. Phys. (1) Bod. bra. (2) Phys. act. 
2. Men. Trai. (1) Cur. (2) Men. (3) Arr. kno. 
(4) Read. (5) Acq. : 
3. Social. (1) Sex. ins. (2) Frie. (3) Club. 
4. Moral. (1) Mor. sen. oO t 
2 


St 
5. Rel. tra. (1) Adm. her. (2) Will. wor. 


REVIEW QUESTIONS 


What ages are included in the Junior period? 

What five general traits of the period are noted? 
What are the physical traits? How are they shown? 
What are the mental traits? How are they shown? 
What are the social traits? How are they shown? 
What moral traits are shown? 

How are religious traits shown? 


LESSON XLIII. THE JUNIOR PUPILS 


Part II 
I. Let the last lesson on the Traits of Junior Pupils be reviewed 
carefully. 
Il. Hints Concerning the Management and Teaching of Junioi 
Pupils. 


1. Age of Promotion. The time when a child should be trans- 
ferred from the Primary to the Junior Department, though generally 
at nine years, is not indicated so much by age as by mental develop- 
ment. When in the week-day school he begins to read in the Second 
Reader, and can read in the Bible without difficulty, he should be 
placed in the Junior Grade. 

2. Organization. In most Sunday schools the Junior Department 
is divided into classes, each of about six pupils. They should never 
include more than eight pupils under one teacher. The boys and 
girls should be placed in separate classes. Some think that young 
men should teach the boys and young women the girls; but this s 
by no means essential for this grade. The teachers should not be 


98 TEACHER-TRAINING LESSONS 


the same who have previously taught the same pupils in the Primary 
Grade. At every promotion to a new department the pupil should 
have a new teacher. There is a tendency in some of the best managed 
Sunday schools to have all the Juniors in one class, in a separate 
room, under one teacher or department superintendent. Where one 
able conductor, either lady or gentleman, can be found for this grade 
this is the better plan. 

3. Teaching. In this grade the great facts of Bible history should 
be taught consecutively to the pupils. If the International Uniform 
Lessons are used throughout the school, emphasis should be laid on 
facts, places, and persons, and on character, rather than doctrinal 
teaching. But the Unifor.a Lesson should not occupy all the time 
of the teacher. It is imperative that supplemental work should be 
given, such as the names and order of the books in the Bible; the out- 
line, however simple, of Bible history; the general outline of Bible 
geography; some selected portions of Scripture to be memorized; 
and the church catechism, in schools which supply a catechism. This 
may seem to require more time than the half-hour given to the lesson, 
but in the four years of this period it can be taught, and taught thor- 
oughly. And with the vast majority of pupils it is ‘““now or never’; 
for if these facts are not fixed in the memory by the age of twelve 
they never will be. 

4. The reading of the pupil should not be neglected, for this is the 
treading age. The parent and the teacher should assist each other 
to see that good, healthful, uplifting books and papers are provided 
abundantly. The best way to keep evil reading from the boy or girl 
is to supply good literature. 

5. The religious teaching for this period needs to be intelligent 
and sane. It should not embrace pathetic stories, nor highly drawn 
pictures of suffering, even of the sufferings of Christ; but it should 
emphasize the nobility of the Christian life, the example of Christ, 
and the rightfulness of his atitthority over our lives: the duty and the 
glory of self-denial and living for others. We must not look for deep 
spiritual emotions in our pupils, nor, generally, for radical transfor- 
mations of character in boys and girls growing up in Christian homes. 
The will should be appealed to, and a decision for Christ should be 
expected before leaving the Junior grade. Many of the best all- 
around Christians in our churches have made this decision between 
the ages of ten and twelve years; and more will as the adaptation of 
the Gospel to youth is more generally understood. 


TEACHER-TRAINING LESSONS 99 


BLACKBOARD OUTLINE 


I. Trai. Jun. Per. 1. Phys. (1) Bod. bra. (2) Phys. act. 
2. Men. Trai. (1) Cur. (2) Men. (3) Arr. 
kno. (4) Read. (5) Acq. 
Social (1) Sex. ins. (2) Frie. (3) Club. 
Moral. (1) Mor. sen. (2) Just. 
| . Rel. tra. (1) Adm. her. (2) Will. wor. 
Tf. Hints. 1x. Ag. Pro. 2. Org. 3. Tea..4. Rea. 5. Rel. 


REVIEW QUESTIONS 


What five hints are given to teachers of this grade? 

At what age should children enter the Junior grade? 

How should the department be organized? 

What should be taught to pupils of this grade? 

What suggestions are given with reference to the pupil’s reading? 
How should the teaching of religion be given? 

What religious traits should not be looked for? 

What traits in the child’s religious life should be promoted? 


LESSON XLIV. THE INTERMEDIATE PUPILS 


Part I 

I. Introductory. 

1, Adolescence. The most radical change taking place in the 
entire life of man or woman is that known as ‘“‘adolescence’’—the 
transformation of the boy to a man, of the girl to a woman. It begins 
in the twelfth or thirteenth year, with girls generally a year earlier 
than with boys; and it is not fully accomplished until the twenty- 
fourth or twenty-fifth year. This period, therefore, from the twelfth 
to the twenty-fifth year, demands the most careful consideration. 

2. Stages of Adolescence. The adolescent period of twelve years 
has been divided into three sub-periods or stages, each of about four 
years: early adolescence, or the stage of transition, from twelve to 
sixteen or seventeen years of age; middle adolescence, from sixteen 
to twenty; and later adolescence, or maturity, from twenty to twenty- 
four. In this chapter we study the first of these stages, early ado- 
lescence, the transition age from boy to young man, from girl to young 
woman. 


100 TEACHER-TRAINING LESSONS 


3. The Intermediate Department. A name is needed for the 
section of the Sunday school including the pupils of these ages. Some 
have called it ‘the Youth’s Department,” but most of the progressive 
Sunday schools have adopted for it the name “Intermediate Depart- 
ment”; and the name is appropriate, because the stage of life itself 
is intermediate, between boyhood and young manhood, between 
girlhood and young womanhood. It is recommended that every- 
where this section of the school be organized as the Intermediate 
Department. 

II. Traits of the Intermediate Pupils. It is difficult to state the 
characteristics of young people in this stage with precise definitions, 
as they are so diverse, even opposed, in different individuals. More 
than any other period, the early adolescent stage is the time of excep- 
tions to rule and of apparent contradictions. 

1. Physical Traits. The change of physical condition does not 
often come in an orderly and symmetrical manner. The growth of 
body is rapid but uneven. Some parts of the physical system develop 
apparently at the expense of other parts. This is the awkward stage; 
and the awkwardness is often shown in manners not less than in ap- 
pearance, by loud and unnecessary laughter, by crude jokes, by gig- 
gling, blushing, and a general lack of self-control. 

2. Social Traits. The young people of this stage begin to have a 
consciousness of sex and its distinctions. At the opening of the 
period they are mutually repellent, boys and girls having no desire 
for companionship with each other. Girls seek after the traits that 
are feminine, boys admire those that are strongly masculine. Toward 
the close of the period, however, at fifteen or sixteen years of age, 
repulsion changes, sometimes suddenly, into attraction, and the young 
people of opposite sexes begin to take interest in each other and to 
associate. : 

3. Energy. There is a fervor and intensity of youth; but its mani- 
festation in different persons may be strongly contrasted. Among 
boys two distinct types arise, the active and the sedentary. Otie type 
demands outdoor life, seeks vigorous games, craves adventure and 
exploit. The other type is just as ardent, but chooses the mind as 
its field of action, becomes a diligent reader, seeks to excel in the 
class room, loves heroism, but prefers to read about it. The same 
trait appears in girls, but with different expression. Some girls mani- 
fest a taste for the work of the household and the garden, for nature 
study, for roaming in the fields; others seek a more quiet life among 
books, and shine in the class at school. 


TEACHER-TRAINING LESSONS 101 


4. Self-consciousness. There is at this period a marked recog- 
nition of personality. Early adolescence is apt to be strongly ego- 
istic, brooding, introspective, thinking much about self. In right 
lines this becomes a proper self-respect, developing into strength of 
character. But, on one side, it may run into self-depreciation and 
morbid distrust of self, making the youth of either sex not only re- 
tiring, but solitary and melancholy. Or, on the other hand, there 
may be inordinate vanity and self-conceit, looking with contempt 
upon the family and on society in general. Or these traits of self- 
depreciation and self-appreciation may take turns in the same indi- 
vidual consciousness. 

5. Romance. Every youth lives in two lives, often widely apart, 
the life of the real and the life of the ideal. The real life may be of 
home, school, shop, and street. But there is always going on another 
life of an ideal world, a life of aspiration, ambition, and romance. 
The books that appeal to the adolescent at this stage are those of 
adventure and wild life; of heroism and noble effort; of travel and 
war. Stories of romantic love begin now to interest the young people. 
Nothing is too high, too vast, or too improbable for the dreams of 
youth. Their ideals may be crude and mistaken; they may admire 
the champion of the pugilistic ring, the pirate, the Indian-fighter; 
but their interest is always in those who either in evil or in good are 
somewhat heroic. 

6. Independence. The mingling of self-consciousness and of ro- 
mance in the youthful spirit breeds a restlessness under authority. 
Hitherto the commands of parents and teachers have been followed 
without much questioning; but now the youth begins to think for 
himself, to form his own ideals, and to make his own rules. He resents 
control, and chafes under it. He longs to see the world for himself, 
to break away from restraint and conventional custom. This is the 
age when both boys and girls sometimes run away from home and 
seek for themselves new surroundings, from a wild impulse for freedom 
from constraint. 

7. Religious Awakening. In the general upheaval of this period 
there is often a strong manifestation of the spiritual nature. Under 
the influence ot parent, teacher, or pastor, or all combined, the heart 
of youth, reaching out for God, finds him, the great religious decision 
is made, and “‘conversion,’’ more or less marked, takes place. Sta- 
tistics show that more than half of those in our churches are brought 
in between twelve and sixteen years of age. 

But if this is a hopeful period it also is a period of danger. The 


102 TEACHER-TRAINING LESSONS 


inquiring nature of youth may find no satisfactory answer to its 
questions. It may allow doubt to deepen into unbelief. Instead of 
turning to God it may turn from God, and may never come back to 
the simple faith of earlier years. The very possibilities of early adoles- 
cence for salvation show its possibility of loss that may be eternal. 


BLACKBOARD OUTLINE 


oye 


va 


I. Intro. 1. Adol. 2. Stag. Adol. 3. Int. Dep. 
Il. Tra. Int. Pu. 1. Phys. 2. Soc. 3. Ener. 4. Sel.-con. 
5- Rom. 6. Ind. 7. Rel. Awak. 


REVIEW QUESTIONS 


What is the change at the intermediate period called? 
At what ages does it begin? 

How long does it continue? 

What are its stages? 

At what ages do these stages come? 

What name should be applied to scholars during early adolescence? 
How are the traits of this period divided? 

What physical traits are shown? 

What are the relations of the sexes during this period? 
In what two forms does the energy of youth show itself? 
How is self-consciousness shown? 

What is said of the trait of romance? 

How is the spirit of independence shown? 

What are religious traits at this period? 

What are its dangers? 


LESSON XLV. THE INTERMEDIATE PUPILS 
Part II 


Review carefully the contents on the preceding lesson on, I. Ado- 
lescence and its stages. II. The traits of the Intermediate Pupils. 

III. Hints concerning Management and Teaching: 

1. The Department. The young people between thirteen and sev& 


TEACHER-TRAINING LESSONS 103 


teen years of age should form a separate department in the Sunday 
school, to be known as the Intermediate Department. It is not neces- 
sary to have a room apart from the rest of the school, but there should 
be a separate organization and recognition of the grade. 

2. The Classes. The pupils should be divided into small classes, 
with about six scholars (never more than eight) to one teacher. The 
pupils of this grade are restless, self-assertive, and sometimes diffi- 
cult to control. Few teachers can manage at once more than six 
boys of these ages. And girls of the same stage require the same 
individual care. 

3. The Teacher should be generally of the same sex as the class. 
Yet there are many exceptions to this rule. Often a lady will have 
remarkable influence over a class of boys. The teacher should possess 
a strong character, interest in youth, and sympathy with youth, 
infinite self-control, tact, and patience. 

4. The Teaching should be in accord with the traits of the pupils. 
It should recognize their self-consciousness, guide it into self-respect, 
and avert it from becoming vanity. It should be appreciative rather 
than critical, avoiding fault-finding, and recognizing every effort at 
good work. It should hold up high ideals of character and life, and 
point to noble examples. 

5. The Lessons. It is fortunate that so much of the Bible is his- 
torical and biographical, rather than doctrinal; for youth is the age 
that takes interest in heroic deeds and heroic people. As a supple- 
mental series of lessons, the great biographies of the Bible should be 
taught; and also the heroic lives of missionaries and workers for 
Christ in all ages. 

6. The Social Life of the class should be fostered. The teacher 
should keep in relation with his pupils outside of the school; calling 
upon them at their homes; meeting with them at his own home or 
elsewhere; accompanying them on out-of-door walks and talks; organ- 
izing ‘“‘club” or ‘‘King’s Daughters” or some association for practical 
work. The teacher should be the friend of his scholars, winning their 
confidence and rewarding it. 

4. The Christian Life. Of all the periods in life, this is the one 
most important for the beginning of the Christian life; because, if it 
is passed without coming to Christ, the probabilities against such 
decision are greatly increased. The supreme object of the superin- 
tendent, teacher, pastor, and parent should be to lead the scholar to 
a definite decision, to personal faith, to an open confession, to union 
with the church, and to a complete Christian character. 


104 TEACHER-TRAINING LESSONS 


BLACKBOARD OUTLINE 


Intro. 1. Adol. 2. Stag. adol. 3. Int. dep. 
Tra. Int. Ps. 1. Phys. Tra. 2. Soc. tra. 3. Ener. 


4. Self-con. 5. Rom. 6. Ind. 7. Rel. awak. 
Hints. 1. Dep. 2. Clas. 3. Tea. 4. Teach. 5. Less. 
6))Soe! HE ys Chri lit 


REVIEW QUESTIONS 


How should the pupils of this grade be organized? 
Of what number should classes be formed? 

Should boys and girls be placed in the same classes? 
Who should be the teacher? 

With what should the teaching be in accord? 

What kind of lessons should be chosen? 

How may the social life be fostered? 

What religious aim should be kept in view? 


LESSON XLVI. THE SENIOR STUDENTS 
Part I 


After the storm and stress of the early adolescence period gradually 
dawns the stronger and steadier and more even stage of middle ado- 
lescence. This period generally begins at about sixteen or seventeen 
years of age and closes at about twenty, although neither its beginning 
nor ending is definitely marked by age. At the end of this stage the 
youth has become a man or woman, with traits which will only deepen 
as the years pass by. The members of the Sunday school, at this 
period of middle adolescence, from seventeen to twenty years of age, 
are known as the Senior Department. 

I. Let us notice some of the Traits of the Senior Students, as dis- 
tinguished from the Intermediates on one side, and the Adults on the 
other. 

1. Physical Traits. During this period the body attains its full 
height and almost its greatest strength; the form rounds out to sym- 
metry and beauty. In sculpture and painting the ideal types of 
strength and beauty are generally regarded as representirig young 
mer and women at about twenty years of age. The brain also reaches 
its full development of size, form, and texture, and will change but 
little during the rest of life. This is the age of the athlete in the games, 
and the enlistment of the soldier in the army. 


TEACHER-TRAINING LESSONS 105 


2. Mental Traits. The sudden and violent changes in mental nature 
characterizing the preceding period gradually give place to a steady 
development of intellectual power. The young man now begins to 
make his plans for a lifework, and chooses his vocation, whether it be 
business, or handicraft, or the farm, or the office. He is less fickle in 
his ambitions than he was in the last stage, more certain in his powers, 
and more definite in his aims. 

3. The Social Traits which began to arise at the close of the early 
adolescent period now become stronger and dominate the conduct. 
The young people of opposite sexes find their highest pleasure in asso- 
ciation. This is the period of entering into society, of desire for parties 
and social gatherings where young men and young women are together. 
It is also the period of ‘‘falling in love,” of strong attraction and de- 
votion between individuals of opposite sexes. It is apt in this relation 
to be a period of inconstancy, of falling out of love as well as into it. 
The couple who are inseparable at seventeen will often have no interest 
in each other at nineteen. 

4. Ethical Traits. At this period there is apt to appear a strong 
moral sense, especially in those who have received good training in 
home, church, and Sunday school. Conscience speaks with power, 
and sways the life. The appeal may be made to principles and moral 
standards of character. But, on the ether hand, this is more than any 
other period in life the age at which criminals are made. Where there 
are strong impulses, without the guidance of conscience, and without 
the sense of responsibility which comes with marriage and parenthood, 
there is imminent danger of open and abandoned wickedness. Read 
the newspapers, and note how often train-wreckers, burglars, thieves, 
rioters are young men under twenty years of age. In great cities the 
“gangs” of lawbreakers are composed of such young people, mobs and 
riots during strikes are led by them, and reformatories in every state 
are filled with them. 

5. Religious Traits. Closely allied to the moral is the spiritual 
nature; one responding to the principle of right, the other to the call 
of God. At the opening of this period, between fifteen and seventeen 
years of age, there is a susceptibility to spiritual impressions; vows 
are made, conversions occur, and a strong religious as well as moral 
character may be developed. The best workers in the young people’s 
societies appear during this stage; strong testimonies are given; 
earnest, self-denying efforts are made to win souls. Every endeavor 
should be given at this time to develop not only earnest Christians, 
but strong workers for Christ. 


106 TEACHER-TRAINING LESSONS 


BLACKBOARD OUTLINE 


Sen. Dep. ‘Mid. adol.,’”’ 16-20. 
I. Tra. 1. Phys. Hei. Sym. Brai. Ath. Sol. 
2. Men. Stead. dev. Voc. chos. Def. aim, 
3. Soc. Sex. ass. ‘‘Loy.”’ 
4. Eth. Mor. sen. Dangers. 
5. Rel. Spir.imp. Rel. char. 


REVIEW QUESTIONS 


What period follows that of early adolescence? 
What are the ages of this period? 

What five classes of traits of the period are noted? 
What are the physical traits? 

What mental traits are shown? 

What social traits? 

What ethical or moral traits are shown? 

What great danger arises at this period? 

What are the religious traits? 


LESSON XLVII. THE SENIOR STUDENTS 
Part II 


I. Review the last lesson on the Traits of the Senior Students. 

II. Hints concerning the Senior Department: 

1. The Class. Classes in the Senior Department should generally 
be composed of young people of the same sex, young men and young 
ladies not being placed in the same classes. The classes may be larger 
than those of the Intermediate Department, because there is less 
restlessness and greater self-restraint. Where the Senior Department 
must meet in the same room with the rest of the school the classes may 
include ten or fifteen pupils, which are as many as can hear one teacher 
without disturbing the neighboring classes. If each class can have a 
room to itself, it may be of any size, even rising to the hundreds under 
one able teacher. The class should be organized as a society, with its 
own officers and board of directors; and it should have a voice in the 
selection of the teacher. : 

2. The Teacher. Generally, the teacher should be of the same sex 
as the class. Especially should the teacher in charge of the young 
men’s class be a manly, earnest, cheerful, intelligent man. Yet in 


TEACHER-TRAINING LESSONS 107 


stances are known where a good woman of mature years has made an 
admirable teacher of young men, and even more examples of a man 
succeeding as a teacher of young women. In this grade, far more than 
in the earlier grades, the teacher should be a well-informed student of 
the Bible, able to answer the questions of intelligent and inquiring 
young people, and to lead them in the search for divine truth. 

3. The Lessons. The teaching especially adapted to this period is 
that which presents a strong, heroic Christian character, as shown in 
the life and words of Christ; the fundamental principles of Christianity, 
as contaiued in the writings of the apostles, but presented from the 
practical rather than the doctrinal point of view; and the strong, 
sturdy types of righteousness found in the Old Testament. The teach- 
ing should make emphatic not only a good character, but the danger 
of sin and the necessity of personal salvation. 

4. The Aim of the teacher should be definitely to bring to Christ 
those students in the class who have not already made profession of 
faith in him. This is of the highest importance, because if the young 
man or young woman passes the twentieth year without taking the 
step of consecration to Christ there is only a slight probability of a 
right decision later. Out of 6,641 Church members reporting, 5,596 
professed conversion by the twentieth year, leaving only 1,045 who 
united with the Church after being twenty years of age. In other 
words, five sixths decided by the twentieth year, and only one sixth 
later. Every effort should be made to win the scholar to Christ before 
he passes from the Senior to the Adult Department. 

5. The Social Life of scholars in this department should be provided 
for. If they do not find pleasant, healthful, and harmless social re- 
lations under the auspices of the Church, they will form associations 
and find enjoyments elsewhere which may prove their ruin. While 
undue laxity should not be sanctioned, yet all recreations which are 
not harmful should be encouraged; and young men and young women 
should meet each other frequently in social gatherings under the in- 
fluence of the Church and the Sunday school. And a close watch 
should be kept upon worldly associations and worldly pleasures, and 
intelligent cautions should be given against them. 

6. Christian Work. The activities of young people should be di- 
rected into channels of service for Christ, through the Young People’s 
Society, the “‘Class Society,” and the Church. Whatever will keep 
them busy in active effort for the kingdom of God will help te 
strengthen them against the wiles of Satan, and promote the building 
of a strong, complete, enduring Christian character. 


108 TEACHER-TRAINING LESSONS 
BLACKBOARD OUTLINE 


Mid. Adol. Sen. Dep. 
I. Trai. pore Stu. 1. Phys. 2. Men. 3. Soc. 4. Eth. 
e 


5s : 
Il. Hints. 1. Clas. 2. Tea. 3. Less, 4, Aieeescemiaae: 
6. Chr. Wo. 


REVIEW QUESTIONS 


Of whom should the classes in this department be composed? 
How large should the classes be? 

Who should be chosen as teacher? 

What kind of lessons should be taught? 

What should be the aim of the teacher in his work? 

Why is this aim especially important with this period? 

Why is the social life of the scholar important? 

What kind of social life should be sought? 

How may work for Christ be promoted? 


LESSON XLVIII. THE ADULT STUDENTS 


I. Introductory. 

1. The Earliest Sunday Schools, both in England and America, 
were designed only for children, and especially for children who were 
receiving no education, either religious or secular. For this reason 
the studies in the first Sunday schools embraced not only the Bible 
and religion, but such subjects as reading and writing. It was long 
after the beginning of the Sunday school movement that children of 
intelligent Christian families began to attend the Sunday school. 

2. The Bible School. Later the true sphere of the Sunday school 
was gradually evolved, and the Bible became the one text-book, and 
the only text-book in the school. Not until the ‘“‘uniform lesson” ap- 
peared did this conception take full possession of the Sunday school. 

3. The School for Alf Ages. It was recognized that the old as well 
as the young needed to study the Bible, and adult classes arose in 
many places. For years these classes were called ‘Bible Classes,” as 
though other classes were not also studying the Bible. There is now a 
general acceptance of the view that the Sunday school is for all ages, 
from youngest to oldest. Nevertheless, this view, although accepted, 
has not been universally adopted. In most of our Sunday schools 
there is a large preponderance of younger scholars over the older. In 
an ideal Sunday school one quarter to one third of the membership 


TEACHER-TRAINING LESSONS 109 


should be above twenty years of age, and there are some schools 
where such a proportion may be found. 

II. Hints concerning Organization and Management: 

1. The Adult Department. Jn many schools all over sixteen years 
of age are organized together as the Senior Department. It is the 
better plan, however, to hold the young people from sixteen to twenty- 
four years of age as the Senior Department, and establish another grade 
for all above twenty-four years as the Adult Department. Their traits, 
needs, and instruction are all different from those of the young people, 
and it is not wise to group them together. It may be necessary for 
these two departments to meet in the same room, but separate rooms 
are preferable if they can be obtained. 

2. Organization. The adult scholars should not form a separate 
school with their own officers, but they should form a department of 
the school, with a director, who shall rank as one of the Associate or 
Assistant Superintendents. In this department the scholars should 
have a voice in choosing their own director, subject to the authority 
of the governing board of the Sunday school, and also should, if pos- 
sible, select their own teachers. 

3. Classes. In a small Sunday school only one adult class, for both 
men and women, may be all that can be held. But a large Sunday 
school should provide a number of classes in order to meet the needs 
of different kinds of people. Some of these classes should be the 
following: 

1.) A Reserve Class, from which teachers may be taken, either 
for temporary or permanent service. If the ‘‘uniform lesson’”’ 
is followed this class should study the lesson a week in advance 
of the rest of the school. 

2.) A Teacher-training Class, to be composed of those who are 
preparing to become teachers. In larger Sunday schools this 
class should be formed during the Senior period, from students 
about twenty years old. These should study, not the uniform 
lesson, but a teacher-training or normal course, such as is pro- 
vided in most denominations or state associations. When 
the course is completed the graduates should be transferred 
to the Reserve Class, to await opportunity of service as teachers. 

3.) Classes for Men and Women, although these may be united, 
ladies and gentlemen together. 

4.) A Lecture Class has been found successful in some schools, 
where the members are not expected to answer questions, but 
merely to listen to an intelligent speaker. In this class, how- 


" 
FP 
{ 


io. TEACHER-TRAINING LESSONS 


ever, there should be given an opportunity for those present 
to ask questions of the lecturer, or to state their own opinions 
on the subject. Lectures may be given upon the doctrines of 
the Church, on the relation of the Church to social questions, 
etc. 

4. Size of Classes. Where all must meet in one room, not more than 
fifteen or twenty can meet as one class; but if separate rooms can be 
secured, as in model Sunday school buildings, the class may be as 
large as the room will allow. 

5. Teaching. In these adult classes the teaching should be col- 
loquial, the teacher and class freely conversing together. But certain 
principles should be observed: 

1.) The authority and inspiration of the Scriptures should not be 
called in question. The Sunday school as an institution stands 
on the platform that the Bible contains the word of God; and 
no class should be turned into a debate between belief and un- 
belief. 

2.) While inquiry and answer should be allowed, it is not wise to 
permit the conversation to run into a discussion between two 
persons arguing on opposite sides of a question. Opinions may 
be stated, but not protracted arguments. Too much talking 
by one or two persons, especially over unimportant subjects, 
will wreck a class. 

3.) The conversation shouid be kept closely to the text of the 
lesson or the subject before the class. Too wide a range of dis- 
cussion will lead away from the profitable to the unprofitable. 
The teacher should hold every speaker to the subject in hand. 
With a wise teacher and an intelligent class, the lesson on al- 
most any subject may be made interesting. 

6. Social Relations. Each class in the Adult Department should 
have from time to time social gatherings, ‘‘outings,” etc., to promote 
acquaintance among the members. And the entire department should 
occasionally meet together for an evening, with suitable exercises, 


formal or informal. 
BLACKBOARD OUTLINE 


ee 


I. Intro. 1. Ear. S.S. 2. Bib. Sch. 3. Sch. for All. Ag. 

Il. Org. and Man. 1. Ad. Dep. 2. Org. 3. Clas. (1) Res. 
(2) Tea. Trai. (3) Cl. M. and Wom. (4) Lec. Cl. 4. Siz. 
Cl. 5. Tea. 6. Soc. Rel. 


TEACHER-TRAINING LESSONS III 


REVIEW QUESTIONS 


For what pupils were the earliest Sunday schools designed? 

What lessons were taught in these schools? 

What became the text-book? 

What ages of pupils should be members of the school? 

What should be the proportion between the older and vounger scholars? 
What is the distinction between the Senior and Adult Departments? 
How should the adult scholars be organized? 

What should be the size of classes? P 
What classes should be provided? 

What is the Reserve Class? 

What is the Teacher-training Class? 

Should the sexes be placed together in the same class? 

What is the lecture class? 

How should the teaching be conducted? 

What principles should be recognized in the teaching? 

How may the social life of the department be promoted? 


LESSON XLIX. REVIEW OF LESSONS ON THE PUPIL 


1. Who are the Little Beginners in the Sunday school? 
II. What traits do the Beginners show? 
Iii. What suggestions regarding the teaching of the Beginners are 
given? 
IV. Who are the Primary pupils? 
V. What are the facts concerning children of the Primary age? 
Vi. How should the work of the Primary Department be carried 
on? 
VII. Who are the Juniors? 
VIII. What are the traits of the Junior period? 
IX. How should the Junior Department be conducted? 
X. To what period in life do the Intermediate pupils belong? 
XI. What are the traits of the Intermediate period? 
XII. How should the Intermediate pupils be organized, managed, 
and taught? 
XIII. Who are the Senior students? 
XIV. What are the traits of the Senior students? 
XV. What hints are given concerning the teaching of the Senior 
students ? 
XVI. How did the conception of an Adult Department of the Sun- 
day school originate? 
XVII. How should the Adult Department be organized and con- 
ducted? 


PART VI 


SEVEN LESSONS ON THE TEACHER 


LESSON L. THE TEACHER’S QUALIFICATIONS. 
LESSON LI. THE TEACHER’S STUDY OF THE BIBLE. 
LESSON LII. THE TEACHER’S STUDY OF HIS LESSON. 
LESSON LIII. PRINCIPLES OF TEACHING. 

LESSON LIV. QUESTIONING. 

LESSON LV. ILLUSTRATION. 

LESSON LVI. REVIEW OF LESSONS ON THE TEACHER. 


LESSON L. THE TEACHER’S QUALIFICATIONS 


1. It is the divine order that in the winning of a soul to Christ some 
saved soul is the means of its salvation. Men are saved by men, not by 
systems of organization (2 Cor. 5. 19, 20; 1 Cor. 3. 6-9). 

2. In the Sunday school work there must be a worker, for whom 
organizations are made, and without whom all organizations are use- 
less. That worker is the Sunday school teacher, upon whose indi- 
vidual fidelity depends the success of the cause. 

3. For the Sunday school teacher certain qualifications are neces- 
sary, and these we now consider: 

I. First of all, the Sunday school teacher should be a Christian. 
His work is for the Gospel of Christ, to bring souls to Christ and build 
up souls in Christ; hence the worker needs to be a follower of Christ. 

1. He should be a Christian in belief. No one can speak confidently 
and earnestly in behalf of a cause unless he believes in it. He can 
teach all that needs to be known about ancient myths and decayed 
religions without believing them to be true. But Christianity is 
either everything or nothing. No man should undertake to teach 
the Bible unless he believes it to be God’s book; (Isa. 34. 16; 2 Pet. 
1. 21; Rom. 15. 4; Psa. ro. 7, 8). 

2. He should be a Christian in experience, having met his Saviour 
and having become reconciled to him, enjoying the consciousness of 
pardon, sonship, and communion with Christ. For only those who 
have entered into this experience can have sympathy with the Gospel, 
understand its mysteries, and teach it to others. A blind man cannot 

ii2 


s 


TEACHER-TRAINING LESSONS 113 


understand sight, and an unconverted heart cannot comprehend 
spiritual things (z Cor. 2. 14; 2 Cor. 4. 6; 1 John 1. 3). 

3. He should be a Christian in example. He is a teacher, not merely 
for an hour on the Sabbath, but for seven days of every week; and his 
life is far more potent than his words. He should show forth the char- 
acter which he would impart and live in the realm to which he aspires 
to lead his class. See Acts 4. 13; 2 Kings 4. 9; 1 Tim. 6. 11. 

II. The teacher’s work is under the auspices of the Church, and 
therefore he should be a Church member. 

1. He should be a Church member in profession. Whatever influence 
he possesses should be given to the Church, to which he owes more 
than he can repay. The teacher who is outside the Church will never 
lead his scholars into the Church (Eph. 2. 19-22; Matt. 16. 18). 

2. He should be a Church member in loyalty. He should hold an 
attachment, not to the Church in general, but to that particular Church 
whose doctrines, forms, methods, and spirit are most nearly in accord 
with his own views and best adapted to promote his own growth in 
grace; and to that Church he should ever maintain an earnest, whole- 
souled devotion, while cordial and brotherly to all other Christian 
bodies (1 John 3. 14; Rom. 12. 5). 

3. He should be a Church member in work. There are in every Church 
two classes of members, the workers and the idlers, those who carry 
and those who are carried. The teacher should be one of the working 
members, bearing the Church upon his heart, and its work in his hands 
(John 15. 5, 8; Eph. 2. ro). : 

III. The teacher’s work is with the Bible, and therefore he should 
be a Bible student. 

1. A Buble student tn teachableness, turning to the word, not in the 
spirit of criticism, but of reverence; studying it, not to inject into it 
his own opinions, but humbly seeking in its pages for the truth which 
shall feed his cwn soul and supply the needs of his class (Isa. 8. 20). 

2. A Bible student in thoroughness. The cursory glance at a few 
verses may answer for the careless reader, but he whose work it is to 
teach the word must stady it; not only the lesson, but the chapter, 
the book, the volume containing the lesson; for only as he has a wide 
and full knowledge of the Bible as a book can he understand the 
specific lesson which he must teach his class (Psa. 119. 18; 19. 7-9; 
Acts 17. 11). 

IV. The teacher’s work has relation to living souls, and therefore he 
must be a friend. No mere intellectual machine can teach living 
hearts. To influence souls there must bea soul. For not by knowledge, 


114 TEACHER-TRAINING LESSONS 


nor by gifts of expression, but by the personal contact of heart with 
heart are scholars-led upward to the best in thought and in life. 

1. He must be a friend in sympathy. That is, in the capacity to feel 
with his scholars, which is very different from feeling for them. He 
must be able to put himself in his pupil’s place, to see the world through 
his pupil’s eyes, and to have a full appreciation of his pupil’s nature 
and its surroundings. The way to win the scholar’s love is to love 
the scholar (Phil r. 7; 1 Thess. 3. 12). 

2. He must be a friend in helpfulness. Wis friendship will show itself 
in acts, not great, save in the loving spirit that prompts them; a glance, 
a grasp of the hand, a little gift, a helping hand to one in trouble; a 
willingness to take trouble for another; these are the acts that make a 
teacher’s influence potent (Gal. 6. 2, 10; Rom. 15. r). 

V. The teacher’s work is the work of teaching, and therefore he 
must be a teacher. 

1. He must be a teacher in knowledge. Not merely in knowledge of 
the lesson, though in that he must know ten times as muchas he ex- 
pects to impart to his class; but more especially in knowledge of the 
principles and methods of teaching, an understanding of the work in 
which he is engaged (Phil. 1. 9); also, in knowledge of his scholars, of 
their home and school surroundings and influences, of their mental 
acquirements and capabilities, of their spiritual conditions and needs. 

2. He must be a teacher in tact. That is, in wisdom to know his op- 
portunities, and in practical skill to make the most of them. The wise 
teacher will fit his lesson to his class, not his class to the lesson. And 
“Sf any of you lack wisdom, let him ask of God, that giveth to all men 
liberally, and upbraideth not, and it shall be given him” (James 1. 5; 


1 Thess. 3. 7). 
BLACKBOARD OUTLINE 


Chr. Be. Ex. Exa. 
Ch. Mem. Pro. Loy. Wk. 


A Bi. Stu. Tea. Tho. 
Fri. Sym. Hel. 
oN Tea. Kno. Tac. 


REVIEW QUESTIONS 


What is the divinely ordained method of winning souls? 

Upon whom does the work of the Sunday school depend? 

What are the five essential qualifications for Sunday school teaching? 
Why should the teacher be a Christian? 

Wherein should he be a Christian? 


= 


TEACHER-TRAINING LESSONS 115 


Why should the teacher be a member of the Church? 
What characteristics should he have as a Church member? 
What traits should he have as a Bible student? 

Why should the teacher be a friend to his scholars? 
Wherein may he show his friendship? 

What knowledge should the teacher possess? 

What is tact? 

How may wisdom for this work be obtained? 


LESSON LI. THE TEACHER’S STUDY OF THE BIBLE 


I. The Necessity of Bible Study. It is a general law, as applicable to 
the Sunday school as to every other department of activity. that all 
good work requires training and preparation. To build a house, or 
make a shoe, or teach a lesson, demands that the worker shall be 
taught, trained, and equipped for his work. But there are certain 
reasons why the Sunday school teacher, especially, should be fully pre- 
pared for his work of teaching, and some of these reasons, oe 
stated, are the following: 

1. The responsibility laid upon the Sunday school and on the teacher 
is one reason. In this age the work of teaching the Bible to the young 
has been mainly given over to the Sunday school. Few parents recog- 
nize their duty to teach the Bible to their children. If it is not taught 
in the Sunday school, and by the Sunday school teacher, it will not be 
taught to the majority of young people. The teacher must prepare 
himself for the work that rests almost wholly upon him; and this 
preparation demands the study, not of his lesson merely, but of the 
whole book which he is to teach. 

2. The advanced state of knowledge, and especially of Bible knowledge, 
compels study from the teacher. There is in our time a far more ac- 
curate knowledge of the history contained in the Bible, of its customs, 
of the peoples referred to inits pages, than ever before. The teacher 
who is to teach the Bible in such a time as this must be a student of 
the Bible and of all the Bible. 

3. The advanced standards of teaching in our time bring the work of 
she Sunday school into comparison, often into contrast, with the work 
of the week-day school. While a school meeting for only one hour in 
the week cannot do the work of a school held for twenty-five hours, 
yet it should do its work thoroughly; and this requirement demands 
preparation on the part of the teacher. 

4. The nature of the subjects taught makes thorough preparation 


116 TEACHER-TRAINING LESSONS 


necessary. The themes of the Sunday school teaching are not such ag 
can be safely taught without preparation. They are of vast im- 
portance, for they relate to the well-being of the scholar, in the life that 
now is and in that which is to come: They are profound, dealing with 
questions which have occupied the thought of the greatest thinkers 
in all ages. They are varied, requiring knowledge of a book made up 
of many books. No person should venture to handle such subjects 
before a class unless he has made at least an attempt to understand 
them. 

Everyone should read and study the Bible, but the above are rea- 
sons why the Sunday school teacher should be a Bible student. 

Il. The Spirit of the Teacher’s Study of the Bible. 

1. The teacher should read his Bible regularly. He needs it for his 
own spiritual upbuilding, just'as he needs food for the building up of 
his body. If one will read daily seven pages of the New Testament, 
as printed in an ordinary Teacher’s Bible, he will complete the reading 
in a little more than a month. If he will read three pages of the Bible 
daily he will complete the reading of both the Old and New Testa- 
ments in a year. 

2. He should read it thoughtfully, and that for two reasons: 1.) Be- 
cause it will repay thoughtful study. Not all books are worthy of 
close investigation, and it is time wasted to study them closely; but 
there is one book which will always reward the thorough student. 
He who digs in this mine will find pure gold. 2.) Because it requires 
thoughtful study. Even the most cursory reader of the Bible will find 
some benefit, as he glances at its verses; but its best treasures are 
disclosed only to the earnest and persevering seeker. 

3. The teacher should read it confidently, without fear lest its value 
and power in the world may be destroyed. Some plain-minded Chris- 
tians are alarmed for the Bible, and fear that its authority is being 
undermined. But with all the advance in knowledge, and under all 
the tests of criticism, the old Book stands with power as great as ever. 
Some former opinions about it may be changed, but the book: still 
remains as containing the revelation of God and his will. 

4. The teacher should read it systematically. He who opens the Book 
at random, and reads wherever his eye lights upon the page, or studies 
whatever interests him in it, will often meet precious truth, and will 
find a blessing; but he will fail toobtain that complete, well-balanced 
knowledge which is essential for the teacher. The best workis always 
done with a plan; and we urge the student to follow some plan in his 
Bible study. 


TEACHER-TRAINING LESSONS 117 


III. Methods of Bible Reading and Study. 

1. We may read it consecutively; that is, beginning with Genesis, and 
reading in order straight through to Revelation; or, better, begin 
with Matthew, read the New Testament, and then afterward the Old 
Testament. Everyone should at some time in his life read the Bible 
through, and obtain a general familiarity with its contents. 

2. We may read it chronologically. The books of the Bible are not 
far out of the order of events, yet they are not arranged in precise 
chronological order. In a chronological reading we would read the 
Bible from Genesis to Judges, just as it stands. But we would insert 
the Psalms of David with the events connected therewith; we would 
read the history with the prophetical books; we would combine the 
four gospel narratives into one continuous story; and would read 
each epistle of Paul where it belongs in the narrative of his journeys. 
This will require close study, and the reference to many authorities. 

3. We may study the Bible by subjects, taking some theme like ‘‘God’s 
love,” or any of the great truths of the Christian system, and search- 
ing for their illustration by texts throughout the Bible. But it is 
necessary to keep in mind that the same word in different places of 
the Bible may have different shades of meaning; and the student must 
be careful in drawing conclusions, especially when they are not sanc- 
tioned by the leading expositors. 

4. We may study the Bible biographically; that is, in the lives of its 
great men, as Moses, Joshua, Gideon, David, Elijah, Paul, and many 
others. In this method we should seek to know not only the events 
of their lives, but the framework of time and place, the results of the 
hero’s life, and the traits of his character. i 

5. We may study it by books, reading one book a number of times 
with commentaries and works of reference, until its contents have 
been mastered. We name plans of study for two kinds of books in the 
Bible: 

(a) In the study of an historical book there might be the following 
successive readings: 1.) For a general view. 2.) For the outline of its 
history. 3.) For the location and study of the places referred to. 
4.) For the lives of the persons named. 5.) For the study of institu- 
tions, manners, and customs. 6.) For its religious truth. 

(6) In the study of an episile note, 1.) The author. 2.) Time and 
place of writing. 3.) Occasion and purpose of writing. a.) To whom 
written, traits of the Church or the person. 5.) The outline or plan. 
6.) The traits of the writer as shown. 7.) Doctrinal, moral, and 
spiritual teachings. 


118 TEACHER-TRAINING LESSONS 


BLACKBOARD OUTLINE 


I. Nec. of Bib. Stu. 1. Resp. on S. S. tea. 2. Adv. knowl. of 
Bib. 3. Adv. stan. tea: 4. Nat. sub. 
II. Spir. Tea. Stu. 1. Read reg. 2. Rea. thou. 1.) Rep. 
2.) Req. 3. Rea. conf. 4. Rea. syst. 
III. Meth. Bib. Stu. 1. Conmsec. 2. Chron, 3. Subj. 4. Biog. 
5. Books. 
(a) Hist. Book. 1.) Gen. vie. 2.) Out. hist. 3.) Loc. pla. 
4.) Liv. per. 5.) Inst., etc. 6.) Rel. tru. 
(b) Epis. 1.) Auth. 2.) Ti. pl. wri. 3.) Oce. and pur. 
4.) To wh. writt. 5.) Out. 6.) Trai. wri. 7.) Doc. 
mor. spir. tea. 


REVIEW QUESTIONS 


What is the general principle by which preparation for work is always necessary? 
Give four reasons why the Sunday school teacher especially needs to be a student? 
What responsibility is laid on the Sunday school taecher? 

What is the demand upon the teacher from the advanced state of Bible knowledge? 
What is the requirement from the advanced standards of teaching? 

Why does the nature of the subjects taught in the Sunday school compel study? 

In what spirit should the teacher study his Bible? 

Name five methods of Bible study. 

What does the study of an historical book require? 

What are the departments in the study of an epistle? 


LESSON LII. THE TEACHER’S STUDY OF HIS LESSON 


The teacher must be more than a Bible reader and Bible student in 
general. There is a lesson which he is to teach on the coming Sunday, 
and that lesson will require special study. In most schools the Inter- 
national lessons are taught, consisting of a paragraph or selection of 
verses; in some schools the lesson is a subject, with references to many 
places. But the principles of the teacher’s preparation will be the 
same, of whatever nature the lesson may be. 

I. The General Aims of the Teacher’s Preparation. Before con- 
sidering the specific work of lesson study we must notice three great 
aims to be kept in view by the teacher while preparing his lesson. 

1. He should aim to find the truth. We should study the Bible, not 
to interject into it our own opinions, or to warp its thought to suit 
our own views, but humbly to learn its meaning, to find what is “the 
mind of the Spirit’’ in every passage which we study. 

2. He should aim to satisfy his own spiritual needs. No man can feed 
others unless he himself has been fed. As the blind man cannot teach 
colors, nor the deaf man music, no one can impart spiritual truth who 


TEACHER-TRAINING LESSONS 119 


has not received it. Hence, in every lesson the teacher should seek 
for that which will supply the needs of his own spiritual nature; and 
then he will know what will feed other hearts which hunger. 

3. He should aim to supply the needs of his scholars. He is a teacher 
in his study as well as before his class; and should read his lesson with a 
teacher’s eye, seeking in it for that truth which is best adapted to the 
needs of his scholars, both collectively and individually. The faithful 
teacher, knowing the condition and circumstances of each scholar, 
will find something in every lesson which is adapted not only to a class 
of their grade and intelligence, but also to the varied and specific wants 
of each pupil in his care. 

Il. The Departments of Preparation. The thorough preparation 
of any lesson may be divided into four departments, as follows: 

1. The Study of its Contents. The teacher should learn all that is 
to be learned concerning everything to be found in the verses under 
consideration. We suggest an admirable system of analysis, which 
may be applied to any lesson—that of ‘‘The Seven Elements” :1 

1.) The Time to which the lesson belongs, its year of the world, 
before or after Christ; its period in history; its relation in time 
to the last lesson, etc. 

2.) The Places of the lesson, whether named in the text or implied 
as the scene of its teachin; the location, history, and scriptural 
associations of every locality related to the lesson. 

3.) The Persons of the lesson; who they were; what is known oc 
them; the traits of character displayed by them. 

4.) The Facts or Thoughts of the lesson: facts, if historical; 
thoughts, if the lesson be ethical or doctrinal. 

5.) The Difficulties of the lesson, whether in its statements them- 
selves, the obscurity of their meaning, their apparent discrep- 
ancy with any other part of Scripture, or their relation to other 
departments of knowledge. 

6.) The Doctrines of the lesson; those general principles of re- 
ligious truth upon which it rests, or which may be fairly in- 
ferred from it. 

7.) The Duties of the lesson; the practical conduct which it en- 
forces, either in positive precept, in example, or in warning. 

2. The Collation of Paralfel Passages. Having found the contents of 
the lesson we should next search every passage in the Bible which will 
shed light upon it. Spurgeon says, “‘The best expositor of the Scrip- 
tures is the Spirit of God, and his expositions are found in parallel 


1 This outline was suggested by Dr. J. H. Vincent. 


120 TEACHER-TRAINING LESSONS 


passages.” To find these use a reference Bible, a Concordance, or a 
Bible index. 

3. The Adaptation of the Lesson to the Class. As has been already 
intimated, the teacher must know his scholars and their needs; and 
then, out of the mass of material gathered upon the lesson, must select 
that which is suited to their requirements. The best preparation 
will be useless unless it is adapted to those who are to receive it. 

4. The Preparation of the Teaching Plan. Thus far we have con- 
sidered what should be taught; but a question of equal importance is 
how shall it be presented? The teacher should prepare a plan of 
teaching, either mental or written, and should know before he opens 
his Bible before his class what is to be his order of thought, kow he 
shall open and illustrate it, and what shall be his method of applying 
it to every scholar in his class. 

III. Hints on Preparation. 

1. Begin early in the week, as soon after the teaching of the last 
lesson as possible. 

2. Read the lesson often, at least once each day, and thoughtfully. 

3. Pray much over the lesson, for only by communion with the 
Author of the word can we attain to knowledge of the word. 

4. Use alf helps accessible, in the line of commentaries, Bible dic- 
tionaries, maps, and works of reference. 

5. Study independently, using the thoughts of others, not to dis~ 
place, but to quicken your own thoughts. 

6. Talk with others about the lesson, in the family, the teachers’ 
meeting, and in social life. 

7. Select your truth. Do not expect to use all the facts and thoughts 
that you have gathered upon the lesson. Make a careful selection from 
the knowledge that you have gained; and especially choose one central 
cruth to be emphasized, a truth which can be fitted into the lives of 
your scholars, and arrange your material to bring out the truth 
chosen. The knowledge held in reserve is not lost; it will add power 
to that which is used and will aid in the preparation of other lessons. 


BLACKBOARD OUTLINE 


I. Aims Prep. 1. Fi.tru. 2.Sat.sp.ne. 3. Sup. ne. sch. 
II. Dep. Prep. 1. St. con. les. [T. P. P. F. D. D. D.] 2. Col. 
par. pas. 3. Ad. les. cl. 4. Prep. te. pl. 
III. Hints Prep. 1. Be. ea. 2. Re. of. 3. Pr. mu. 4. Us. hel. 
5. ot. ind. 96, Lawoth. 7.iseletru: 


SS 


TEACHER-TRAINING LESSONS I21 


REVIEW QUESTIONS 


What should be the three aims of the Sunday school teacher in the study of his lesson? 
What are the four departments of the teacher’s preparation? 

Name and define the seven elements to be found in every lesson, 

Give seven hints on the preparation of the lesson. 


LESSON LIT. PRINCIPLES OF TEACHING 


1. Principles are those abiding foundations upon which all work is 
wrought, while methods are the plans framed in accordance with them, 
Hence principles remain unchanged, while plans and methods vary 
according to circumstances and needs. 

2. In every department of human activity, work, if successful, is in 
accord with the principles of that department. The architectural, or 
poetic, or musical, or artistic work which permanently pleases is always 
based upon the principles of its own art. 

3. The teaching, whether on Sunday in the Sabbath school, or 
through the week in the secular school, which is to be successful in its 
aims, must be in accordance with the true Principles of Instruction. 
Of these principles we notice seven: 

I. Adaptation. The instruction must be suited to the needs of the 
scholar. The teaching needed by the Bible class is different from that 
needed Ly the primary class; and, indeed, no two classes, and no two 
scholars in the school, can be successfully reached by the same teach- 
ing. Under the Law of Application we must consider and fit our 
instruction to— 

1. The age of the pupil. 

2. The intellectual condition of the pupil. 

3. The social surroundings of the pupil. 

4. The moral character of the pupil. 

5. The spiritual condition of the pupil. 

II. Co-operation. The teacher and the pupil must work together upon 
the lesson. ‘Telling the facts of the lesson to an inattentive group of 
scholars is not teaching, for teaching requires that the faculties of the 
scholar shall be quickened, and this demands some action on his part 
more than mete listening. This law requires— 

1. That the pupil’s attention be awakened and held. 

2. That the pupil’s desire for knowledge be aroused. 

3. That the pupil’s search after truth be directed. 

4. That the pupil’s conscience be quickened. 


122 TEACHER-TRAINING LESSONS 


III. Definiteness. Truth must be presented in clear and precise 
language. Every idea should be outlined in such a manner as will 
enable the pupil to grasp it fully. The prerequisite of this is thorough 
preparation on the part of the teacher; for he who possesses only a dim, 
uncertain conception of a truth cannot impart a clear idea of it to his 
class. Let the teacher obtain definite knowledge himself, and then 
present it to his scholars in such clear language as will compel them 
to comprehend it. Definiteness should be sought, especially— 

1. In the statement of questions. 

2. In the statement of historical facts. 

3. In the statement of doctrinal teachings. 

4. In the statement of practical duties. 

IV. System. The teaching should be arranged in an orderly manner. 
The teacher who proposes to give to his class ten items of knowledge 
in the lesson may present each one clearly, yet by failing to fix them 
in the right order may not succeed in imparting any; while the same 
points of knowledge systematically presented may be apprehended 
and remembered. This requires the teacher— 

1. To begin his teaching with knowledge already possessed by the 
pupil; at the point of contact between the truth and the experience 
of the pupil. 

2. To proceed step by step from the known to the unknown. 

3. To arrange his material in order, so that each thought will connect 
itself with the succeeding thought. 

V. Association. Whatever knowledge or incident or picture will con- 
nect itself with the truth, and aid in its presentation, should be made useful. 
Illustrations should be employed whenever they will make the truth 
as presented more interesting, more clear, or more forcible. They 
should never be used when they turn the mind from the truth illus- 
trated to the illustration itself. The picture or the diagram, the 
story or the incident, which .will awaken the pupil’s interest to the 
truth, or aid his apprehension of it, or fix it in his memory, or send it 
home to his conscience, will often prove of valuable service to the 
teacher. 

VI. Repetition. That which is to be remembered must be frequently 
reviewed. ‘The lessons last but half an hour, and a week of other occu- 
pations tends to divert the scholar’s mind from its truths. Unless 
it is recalled to his memory it is sure to be forgotten. A well-conducted 
review will fix the truth more clearly and fasten it more deeply in his 
mind; will give new views of old truths and add new truths to the old. 
Hence there should be on every lesson— 


TEACHER-TRAINING LESSONS 123 


. A constant review during the lesson. 

. A class review at the close of the lesson. 

A superintendent’s review after the lesson. 

. A rapid review before the next lesson. 

. A monthly, quarterly, and annual review of all the lessons, which 
may be so conducted as to present a new view of the truth. 

VIL. Variety. Avoid routine plans of teaching, and iry to have some- 
thing new in every lesson. The best method of teaching will soon be- 
come monotonous if it be the only method employed. The same plans 
of application, the same use of illustrations, the same way of opening 
and closing the lesson, will be tedious, no matter how good they may 
be. The wise teacher will try not to teach the lesscn twice alike, but 
to stimulate the interest of his class by novel methods of presenting 
and illustrating truth. 

Bible Searchings. Let the following references to Christ’s teaching 
be collated and read, and the Principle of Teaching stated or illus- 
trated in each be pointed out: Matt. 7. 13, 14; Mark 8. 27-29; Luke 12. 
13-17; Matt. 7. 24-27; 13. 3-8; Luke 10. 36, 37; Mark 8. 10-31. 
BLACKBOARD OUTLINE 


“Uk WwW Nd 


. Ad. 1. Ag. pu. 2. Int. con. pu. 3. Soc. sur. pu. 4. Mor. 
ch. pu. 5. Sp. con. pu. 
. Co. 1. Att. aw. 2. Des. kno. ar. 3.Sea.tru.dir. 4. Con. 


qui. 
: =e 1. St. qu. 2. St. his. fac. 3. St. doc. tea. 4. St. pr. 


uU. 
. Sys. 1x. Beg. kn. 2. Pro. kn. unk. 3. Arr. mat. or. 
Asso. 


: Rep. 1x.Con.rev. 2.Cl. rev. 3.Sup.rev. 4. Rev. bef. le. 
5- Mo. qu. an. rev. - 
ar. 


REVIEW QUESTIONS 
What is the difference between principles and methods? 
Why are principles important? 
Name the seven principles of teaching? 
What is meant by Adaptation? 
What facts in relation to the pupil should be considered under this? 
What is meant by Co-operation? 
What does this require? 
What is meant by Definiteness? 
What is the prerequisite for the fulfillment of this principle? 
In what statements should the teacher aim to be definite? 
What is meant by System in teaching? 
Why is this important? 
What are its three requirements? 


124 TEACHER-TRAINING LESSONS 


What is the statement of the principle of Association? 
What are some uses of illustration? 

What is meant by the principle of Repetition? 

Why are reviews needed in teaching? 

Name various kinds of reviews. 

What is meant by Variety in teaching? 


LESSON LIV. QUESTIONING 


There are three ways of imparting instruction through the living 
teacher: the lecture method, or that of direct address; the story method, 
or that of presenting characters and persons in action; and the question 
method, or that of inquiry. Of these, the first is best fitted to adults, 
the second to little children, and the third to pupils of the Inter- 
mediate and early Senior grades. 

I. Let us consider some of the Benefits of the Question Method. 

x. Questions test the pupil’s knowledge. A scholar may listen to 
the talking teacher without revealing either his own ignorance or his 
own knowledge; but a judicious question will sound the measure of his 
information. It is due to the pupil that questions should be asked 
him, for in no other way will his work be recognized and appreciated 
If more questions were asked in the class there would be more studying 
in the homes of our pupils. 

2. Questions add interest to the lesson. It is a mistake to suppose 
that either teachers in their meeting for the study of the lesson, or the 
senior scholars in the Bible class, or the boys and girls in the youth’s 
department would rather listen to a ‘‘talk’”’ on the lesson than answer 
questions. Many classes have been killed by too much talk on the 
part of the teacher; and the most successful teachers are invariablv 
those who call out the knowledge and thought of their pupils. 

3. Questions awaken the pupil’s thought. There is a positive teach- 
ing power in all questions. ‘They arouse thought on the part of the 
student, not only by recalling what he has already learned, but by 
awakening his desire to know, and by directing his inquiry in right lines 
of investigation. A skillful questioner can lead his class into new 
knowledge, by questions only, without direct statements. For illus- 
trations, see Matt. 16. 13-16; 22. 41-45. 

4. Questions arouse the pupil’s conscience. How often a question, 
wisely directed, will reach a conscience! For instance, a pastor asked 
an unconverted young man who was active in his Sunday school as 
librarian, ‘‘What became of Noah’s carpenters?” It led him to be- 
come a Christian. See examples in John 6. 67; Luke to. 36, 37. 


TEACHER-TRAINING LESSONS 125 


5. Questions prove the teacher’s work. This is especially the pur- 
pose of review questions. After the lesson, either in the class or from 
the desk, there should be a testing of the teaching. The leading facts 
of the lesson should be called out, and its principal practical teachings 
also, by questions. This will show what has been learned during the 
lesson hour. 

II. The Preparation of Questions. We do not urge that questions 
should be written out and read by the teacher. Yet they should be 
prepared, and there are other ways of preparation than writing. By 
way of preparation for questioning the teacher should— 

1. Know the needs of each pupil. The larger half of each lesson is 
in the class, which he should study with the same diligence as his 
Bible, so that he can adapt his questions to each scholar, taking inte 
account both his acquirements and his requirements. 

2. He should know the contents of the lesson. He should study it 
thoroughly from every point of view, and know far more in each 
department than he expects to impart. The questions of one who is 
fully conversant with the subject, who knows what is the answer to 
every inquiry, will be far different from those of the teacher who en- 
deavors, but in vain, to conceal his own ignorance by asking questions 
of his scholars. 

3. He should select the teaching material in the lesson. Not every- 
thing in the lesson can be taught in half an hour; and much in the 
lesson need be taught very briefly or not at all. Find what is the vital 
line of the lesson, what relates to the spiritual, the moral, or the 
practical life of the scholar, and develop that in the questions. 

4. He should follow a good outline. ‘The law of system’’ should be 
kept in mind, and a definite plan, sufficiently simple to be easily re- 
membered, should be followed in the questions, both as regards their 
preparation and their use. 

5. He should study the question book. The question book and the 
lesson leaf have their province. They are designed not to direct the 
teacher in the class, but to guide both teacher and scholar in their 
study at home. There are many who have not been trained to sys- 
tematic investigation, and would be unable to study the lesson without 
some direction; and to aid these in their searching of the lesson the 
“questions for home study” are prepared. Every teacher will be aided 
by study of the printed questions at home. 

III. Some Hints Concerning Questions: 

1. Questions should be original; that is, they should not be read 
from a question book or a lesson leaf, nor from a written list. Let 


126 TEACHER-TRAINING LESSONS 


them be the teacher’s own questions, however prepared, and let them 
come from his own mind. 

2. Questions should be direct. Questions should rarely be asked of 
the class as a whole, to be answered by a few prompt or forward 
scholars, while the rest of the class are silent. The question may be 
addressed to the class to attract the attention of all; but some one 
should be called upon for the reply. 

3. Questions should be clear. Often pupils hesitate to answer, not 
because they are ignorant, but because they are uncertain what the 
question means. A precise, definite question will open the way for a 
correct answer. 

4. Questions should be suggestive. Not that the question should 
suggest its answer; but that it should suggest thought on the part of 
the pupil: for the aim of the teacher should be to stimulate the mind 
of his scholar. 

5- Questions should be spiritual. Not all the questions and answers 
can be spiritual in form, for some of them must be asked to bring out 
the facts or thoughts of the lesson. Yet every question should have a 
spiritual purpose and form a link in a chain of which one end is the 
lesson and the other the pupil’s heart. And in the teaching of every 
lesson there should be a few questions of directly spiritual character, — 
aimed at the pupil’s conscience. But such questions should be given 
discreetly, and carefully adapted to the individual scholar. 

IV. Cautions Concerning Questions: 

1. Avoid frivolous questions. Remember that you have but half 
an hour in which to impress a mind, a heart, and a character with a 
portion of God’s truth, and waste not the precious minutes in discuss- 
ing unprofitable themes. 

2. Avoid entangling questions. The “Socratic method” was a style 
of questioning adopted by the ancient philosopher, to expose shallow 
sophistry and to convince his hearers of their own ignorance. Lawyers 
are skilled in asking questions to confuse and humiliate a witness. 
But questions to cover a purpose, to mislead or confuse a hearer, 
should have no place in the Sunday school class. Let every question 
be straightforward in its purpose. 

3. Avoid leading questions. Such are questions which contain their 
own answer, as, ‘‘Was not David the King of Israel?” etc. Every 
question should call forth the mental activity of the pupil. 

4. Avoid personalities in questions. Some teachers have a habit of 
holding up a pupil to the notice, amusement, or contempt of an entire 
class by an embarrassing question. There are some subjects which 


LEACHER-TRAINING LESSONS 127 


can better be presented to the pupil alone than when he is the center 
of observation from his classmates. 

5. Avoid a frequent use of questions to which the answer is ‘“‘yes” 
or “no’; although such may occasionally be used to advantage, 
especially in introducing or correcting other questions which require 
more thought for the answering. 

BLACKBOARD OUTLINE 


I. Ben. Ques. Meth. 1. Tes. pu.kmo. 2. Ad.in.les. 3. Aw. 
pu. th. 4. Ar. pu. cons. 5. Pro. tea. wk. 
II. Prep. Ques. 1. Kno. ne. pu. 2. Kn.con. les. 3. Sel. tea. 
mat. les. 4. Fol. g. out. 5. Stu. qu. bk. 
Ii. Hints. 1. Orig. 2. Dir. 3. Cle. 4. Sugg. 5. Spir. 
EVES Ga. s. Priv. 2. Put. 3. Lea. “4. Per: 5: “‘y. or n.”” 


REVIEW QUESTIONS 


What are two ways of giving instruction? 

Which of these should be principally used in the Sunday school? 
What are some of the benefits of the question method of teaching? 
Why is it due to the pupil that questions should be asked of him? 
How do questions make the lesson interesting? 

What is the effect of questions on the pupil’s thought? 

How do questions affect the conscience? 

How may questions test or prove the efficiency of the teacher’s work? 
What are necessary for the preparation of questions? 

What kinds of questions should be given by the teacher? 

What kinds of questions should be avoided? 


LESSON LY. ILLUSTRATION 


1. Let us look at this word “‘illustrate,” for it is suggestive. It isa 
Latin word, and means “‘to light up.” 

2. We may have thought and knowledge in our lesson, but we need 
to give it light, and this will be accomplished mainly by the use of 
illustrations. 

I. Notice Four Uses of Iffustrations: 

1. They attract attention. A light brought into a dark room, or a 
star shining in the sky, at once draws to it every eye. So the illus- 
trations of the lesson win attention to its teachings. The ear is quick- 
ened to interest by a story; the eye is arrested by the picture or the 
chalk-mark. Nothing awakens and retains the interest more than the 
illustration, whether heard or seen. 

2. They quicken the apprehension. In a dark room we may be in- 


128 TEACHER-TRAINING LESSONS 


formed concerning the place and form of every object. But how all 
our ideas are changed at the instant when a light is introduced, en- 
abling us to see its contents! So the illustration often gives a new 
conception of truth. For instance, the rule in arithmetic is seen more 
clearly in the light of an example; and the definition of a scientific 
word in the dictionary is explained by the picture accompanying it. 

3. They aid the memory. The meteor which you saw flashing in the 
sky at night is remembered long after the one about which you read 
has been forgotten. You remember a sermon, not by its text nor its 
thoughts, but by its illustrations. And a story or a picture in a Sun- 
day school lesson will often serve to recall the teaching to the memory. 

4. They awaken the conscience. How many have been aroused to 
conviction of sin by the parable of the prodigal son! And what is that 
but an illustration? So many, like Zinzendorf, have been awakened 
by some picture of a Bible scene. Mr. Moody’s stories have sént the 
truth home as deeply as his exhortations. 

II. There are Four Classes of Iffustrations:? 

1. Those which depend upon the sight, and derive their interest from 
the pupil’s delight in seeing. Such are objects, maps, pictures, dia- 
grams, etc. Maps and diagrams drawn in presence of the scholar, 
{hough ever so rudely, have an increased interest and power. 

2. Those which depend upon the imagination. There is a mental 
power of vision which creates pictures almost as real as those upon the 
printed page or the painted canvas. Especially in childhood is this 
faculty of imagination strong, for then all the world is new and strange. 
To this class of illustrations belong ‘‘word-pictures,”’ imaginary scenes, 
etc., as presentations of the thought in the lesson. 

3. Those which depend upon comparison. To see resemblance in 
things different, or the correspondence between the outward and the 
spiritual, is as old as the parable of the sower and the miracle of the 
loaves. ‘‘The likes of the lesson” form a fruitful field for the use of 
illustration. : 

4. Those which depend upon knowledge. More than for anything 
else children are eager to know; and the story has an added value when 
it is true. History, science, art, and, indeed, every department of 
knowledge, will furnish illustrations of spiritual truth. 

III. How to Obtain Iflustrations: 

1. By gaining knowledge, especially Bible knowledge. The wider 
the teacher’s range of thought, the more readily will he find illustrations 


1 This classification was first given by Dr. J. H. Vincent in The Chautauqua Normal 
Guide, 


TEACHER-TRAINING LESSONS 129 


to fit his teaching. Particularly will the incidents of Bible story be 
found to furnish the frame for his thoughts in the class. Know the 
stories of the Bible, and you will have an encyclopedia of illustration 
in your mind. 

2. By the habit of observation. People find what they are seeking 
for, and the teacher who is looking for illustrations will find them every- 
where, in books, among men, on the railway train, and in the forest. 

3. By the preservation of illustrations. The scrapbook for clippings, 
the blank book for stray suggestions, the envelope, will all have their 
uses. Plans innumerable have been given, but each worker’s own 
plan is the best for himself. 

4. By practice in the use of illustrations. The way to use them is 
to use them, and use will give ease. The teacher who has once made 
the experiment will repeat it, and find that his rough drawing, or his 
map, or his story will always attract the eager attention of his scholars. 

IV. A Few Hints as to the Use of Iffustrations: 

t. Have a clear idea of the subject to be taught. Learn the lesson 
first of all, and know what you are to teach, before you seek for your 
illustration. 

2. Use illustrations only in the fine of the teaching. Never tell a 
story for the sake of the story, but always to impress a truth; and let 
the truth be so plain that the story must carry its own application. 

3. Obtain the help of the scholar in illustration. Let the pupils 
suggest Bible incidents or Bible characters which present the traits 
of character which the lesson enforces. Never add a feature to the 
portrait which the scholar can himself give from his own knowledge. 

4. Do not use too many iffustrations. Let not the lesson serve 
merely as a vehicle fer story-telling or picture-drawing, or black- 
boarding; but keep the truth at all times in the foreground. 

V. Bible Searchings. Let the following texts be examined and read 
by the student, the illustration pointed out, and the class named to 
which it belongs: Jer. 18. 1-6; Ezek. 4. 1-3; Jer. 19. 1, 2, 10, 11; Judg. 
g. 8-15; 2 Sam. 12. 1-7; Dan. 5. 27; Matt. 13. 3; 12. 40-42; 25. 1. 


BLACKBOARD OUTLINE 
i 


IV. Hin. If. x. Cl. id. sub. 2. Li. tea. 3. Hel. sch. 4. Not 
too m. 


130 


TEACHER-TRAINING LESSONS 


REVIEW QUESTIONS 


What is the meaning of the word “‘illustrate”’? 
What are four uses of illustrations? 

Give an instance of each use of an illustration, 
What are the four classes of illustrations? 

Name an illustration of each class. 

How may illustrations be obtained? 

State four suggestions as to the use of illustrations, 
Name some instances of illustration as given by Old Testament writers and prophets 
Name some illustrations given by the Saviour in his teaching, 
Name some illustrations in the writings of the apostle Paul. 


LESSON LVI. 
Lf 


II. 
. Why does the Sunday school teacher need to be a Bible 


IV. 
. Name five methods of studying the Bible. 
. What is involved in the study of an historical book in the 


REVIEW OF LESSONS ON THE TEACHER 


State the five qualifications needed by the Sunday school 


teacher. 


Explain what is required in connection with each qualification. 


student? 
In what spirit should the teacher read his Bible? 


Bible? 


. What is involved in the study of an epistle? 
. State the aims of preparation. 


Name and explain the departments of preparation. 
State the seven elements to be found in every lesson. 


. Give a few hints on the preparation of the lesson. 

. Name and explain the seven principles of teaching. 

. State the benefits of questioning as a method of teaching. 
. State what is required in the preparation of questions. 

. Name the kinds of questions which should be asked. 

. Name some kinds of questions which should not be asked. 
. Name four uses of illustrations. 

. Name four classes of illustrations. 

. Give four ways of obtaining illustrations. 


Give some hints as to how illustrations should be used. 


PART VII 


SEVEN LESSONS ON THE SUNDAY SCHOOL 


LESSON LVII. THE HISTORY OF THE SUNDAY SCHOOL. 

LESSON LVIII. THE DEFINITION OF THE SUNDAY SCHOOL. 

LESSON. LIX. THE SUNDAY SCHOOL AND THE CHURCH. 

LESSON LX. THE ORGANIZATION OF THE SUNDAY 
SCHOOL. 

LESSON LXI. THE GRADING OF THE SUNDAY SCHOOL. 

LESSON LXII. SUNDAY SCHOOL EVANGELISM. 

LESSON LXIII. REVIEW OF LESSONS ON THE SUNDAY 
SCHOOL. 


LESSON LVII. THE HISTORY OF THE SUNDAY SCHOOL 


Every permanent institution is an evolution, the gradual unfolding 
and development of a gérm, not a sudden creation of anew type. That 
which is destined to endure in the future is sure to have its origin in 
the past. 

The Sunday school is not, as many suppose, a modern institution, a 
little more than a century old. Its germ was in the world, living and 
active, more than two thousand years ago, and it has from age to age 
developed in varied forms. 

The germ of the Sunday school does not consist in its meeting on any 
especial day, nor in its organization into classes, nor in its name. It 
consists in the gathering together of people, young and old—but 
especially of the young—for the study of the word of God. 

I, There was a Sunday school, in these essential elements, among 
the ancient Israelites. We find allusions to them in the earlier ages 
(Gen. 18. 19; Deut. 6. 6-9); during the period of the kingdom (2 Chron. 
15. 3; 17. 7-9); after the return from captivity (Neh. 8. 1-8). The 
ancient Jewish writings, outside of the Bible, are full of references to 
these schools for instruction in the Scriptures. 

TI. There was a Sunday school in the early Christian Church. We 
find in the New Testament a distinction made between preaching, or 
“heralding,” and teaching, which is the work of the Sunday school 

131 


. 


132 TEACHER-TRAINING LESSONS 


(Matt. 28. 19; Acts 2. 42, Rev. Ver.; 11. 26; 13. 1; 28. 30, 31; 2 Tim, 
2-25), 9-05 5). 

III. There were Sunday schools at the time of the Reformation. 
The reformers prepared catechisms, embodying the doctrines of the 
faith, for teaching in classes. One reason why the Sunday school 
was not emphasized by the Protestant reformers was that in all the 
schools established by them, notably in Scotland, the Bible was one 
of the principal text-books in the week-day instruction, 

IV. There was a revival of Sunday school instruction in the cinhe! 
eenth century. There are authenticated instances of Sunday schools 
in America, if not in England, as early as 1674; but the modern movye- 
ment dates from the establishment of a Sunday school in Gloucester, 
England, by Robert Raikes, in July, 1780. An account of this was 
published by Raikes in his own newspaper, was widely read, and was 
generally followed by the establishment of Sunday schools. In 1787 
there were two hundred and fifty thousand pupils in the Sunday 
schools of Great Britain. As early as 1784 there were Sunday schools 
in the United States; there is reason to believe that they were earlier 
than that date. 

V. Animportant step was taken in the organization of the American 
Sunday School Union in Philadelphia on May 24, 1824. Local con- 
ventions were held earlier than that date; bit from that time there 
was an institution at work, sending missionaries everywhere, and 
organizing Sunday schools of many denominations. Of this organiza- 
tion the state, national, and international Sunday school conventions 
and associations were the outgrowth. 

VI. A great advance in the aims and methods of the Sunday school 
began with the International Lesson System, which was instituted in 
1872, though the study of the Bible in course did not begin until 1873. 
In “the Robert Raikes school’ reading, writing, and the catechism 
formed the principal instruction. Later the practice of memorizing 
detached portions of Scripture was introduced. With the International 
Lessons the Sunday schools began the systematic study of the Bible in 
selected paragraphs, and this is at the present time the principal work 
of the school. There should be in every Sunday school a “supple- 
mental lesson” taught, to give general knowledge of the Bible, its 
books, its history, and its systematic teachings. 


N. B.—Those who would like to investigate this subject more fully will find a full 
statement of the history of the Sunday school in Yale Lectures on the Sunday School, 
by H.C. Trumbull, and in The Church School, by J. H. Vincent. The history of the 
International Lessons is given in The Lesson System, by Simeor Gilbert. 


TEACHER-TRAINING LESSONS 133 


BLACKBOARD OUTLINE 


. S. S. am. anc. Isr. early; kgdm. ret. 
. S. S. Ear. Ch. “teach.” 
. S. S. in Ref. “catech.” 


. S. S. xviti, Ro. Rai. 1780. 
. Am. S.S. Un. 1824. 
. In. Les. Sys. 1872. par. supp. less. 


REVIEW QUESTIONS 


Wherein is the Sunday school an evolution? 

How early was it in existence? 

What is the germ of the Sunday school? 

What is said of the Sunday school among the ancient Israelites? 

What was the teaching in the early Church? 

What took the place of the Sunday school in the time of the Reformation? 
What movement took place in the eighteenth century? 

Who founded the modern Sunday school? 

When and where was the first Sunday school union organized in the United States? 
What resulted from that organization? 

What is the latest development of Sunday school instruction? 

What is the supplemental lessen, and why should it be pursued? 


' LESSON LVIII. THE DEFINITION OF THE SUNDAY 
SCHOOL 


The Sunday school teacher needs to understand the principles and 
plans of the institution wherein he is a worker. 

I. Therefore we present the Definition of the Sunday school as given 
by Dr. John H. Vincent: 

1. The Sunday school is a department of the Church of Christ, 

2. In which the word of Christ is taught, 

3. For the purpose of bringing souls to Christ, 

4. And of building up souls in Christ. 


(This definition should be committed to memory by every student; and that it may be 
memorized more easily it is printed in the form of four paragraphs. Let it be written 
upon the board, one sentence at a time, in catchwords or initial syllables, as in the 
blackboard review at the end of the lesson; and let it be drilled and serierreg until 
every member of the class can repeat it correctly.) 


II. Let us examine this definition more closely and develop its 
meaning. From it we learn: 


134 TEACHER-TRAINING LESSONS 


t. That the Sunday school is a department of the Church of Christ. 
It is not an irresponsible, voluntary institution; it is neither a social 
club nor a literary society. It is connected with the Church of Christ, 
is responsible to the Church, and under the Church’s fostering care. 

2. That the Sunday school is a school. It is not a service or public 
meeting. It adopts the teaching method, not the lecture method; 
therefore divided into classes of varied grade, and employs the services 
of teachers to instruct its scholars. 

3. That it is a Sunday school, meeting on the Lord’s Day. Hence 
its exercises should be appropriate to the day consecrated to the 
service of Christ; and especially its lessons should be on sacred, not 
secular, subjects, and its teaching should be reverent and spiritual. 

4. That it teaches the word of Christ. It has but one text-book, 
the Holy Scriptures; and it seeks to teach them, both the Old Testa- 
ment and the New, as the word of Christ, that is, not merely ‘‘the 
words of Christ,’’ but the revelation of Jesus as the Redeemer of the 
world. If it deals with Bible history, or Bible geography, or Bible 
institutions it shows the truth concerning Christ which dwells in 
them. 

5. That it has a purpose in its teaching. It instructs, but not for 
the sake of instruction merely. It aims first of all to bring souls to 
Christ, to make its pupils, young and oid, disciples of Christ. But its 
work is not ended when its pupils are converted and churched; for 
then begins the more important work of building up souls in Christ, 
the process of spiritual education, the leading out of the soul’s powers, 
the development of a complete Christian character, and especially the 
training for service in Christian work. 


BLACKBOARD OUTLINE 


The: Sunday School 
I. Def. 1. S.s. dep. Ch. Chr. 
2. In. wh. wo. Chr. tau. 
3. For pur. bring. so. to Chr. 


4. And of bui. up s. in Chr. — 
II. Mean. 1. Dep. Chu. Chr. 2.Sch. 3.Sun.sch. 4. Tea. wo. 
Chr. 5. Pur. (1) Br. so. to Chr. (2) Bui. up so. in Chr. 


REVIEW QUESTIONS 


What principles and plans does the Sunday school worker need to understand? 
Can you tell why he needs to understand them? 
State the definition of the Sunday school. 


TEACHER-TRAINING LESSONS 135 


Of what is the Sunday school a part? 
What does this relation involve? 
What does the name Sunday school involve? 

What is involved in the name Sunday school? 

What is the first aim of the Sunday school with respect to its pupils? 

What should the Sunday school do for the scholar after he has been converted? 


. 


LESSON LIX. THE SUNDAY SCHOOL AND THE CHURCH 


We have already stated that the Sunday school is not an independent 
organization. It is in close connection with a greater institution—the 
Church. The Church is the parent, the Sunday school is the child; 
the Sunday school is the branch, the Church is the tree. 

I. Consider the Mutual Needs of the Church and the school. 

1. The Church needs the Sunday school for the completeness of its 
being. 

r.) It needs it as its department of Bible instruction, and without 
it in some form one important part of the Church’s work is left 
undone. 

2.) It needs it to give exercise to its members. There is no better 
development of the Christian character than that which comes 
to the Sunday school worker. He is brought into the study of 
the word; he learns by teaching it to others; he enters into sym- 
pathy with youth; and he gains strength of character by the 
use of his powers. 

3.) It needs it as an evangelizing agency. The vast majority of 
members enter the Church through the Sunday school, and 
many of them are brought to Christ by it as the direct instru- 
mentality. 

2. But if the Church needs the Sunday school, the Sunday school 
needs the Church still more. 

1.) It needs the Church to supply it with workers. Only Chris- 
tians can properly teach the Word of Life, and these are in the 
churches. Were there no churches there could be no Sunday 
schools. 

2.) It needs the Church to give unity to its work. The Sunday 
school which is connected with no Church is apt to have for its 
workers the discontented members, the ‘‘cranks,’”’ and those 
who can find ‘‘no church good enough for them.” As a result 
its work is irregular, its teachings are apt to be loose, and its 


136 TEACHER-TRAINING LESSONS 


results are meager. It may flourish for a time, but it tends to 
disintegration and not to unity. 

3.) It needs the Church to foster its converts. Every living Sun- 
day school will win souls to Christ; and these must be gathered 
into the Church for their security and their development. It 
is the universal experience that no Sunday school can take the 
place of the Church in the care of young Christians. Every 
Sunday school should be in direct relation to a Church, wher- 
ever such relation is possible. 

II. Consider the Mutual Duties of the Church and the Sunday school. 
1. The duties of the Church to the school are three, namely: 

1.) Sympathy, that is, ‘feeling with.” The Church should feel 
with the school; should take an interest in it; should appre- 
ciate its work and recognize its needs. 

2.) Support. There should be a moral support, enabling the 
school to rest upon the regard and confidence of the Church; 
and there should be a financial support, the Church supplying 
liberally the means of carrying forward the school. 

3.) Supervision, When the school is left outside tue sympathy, 
and left without the support of the Church, it is apt to resent 
its attempt at control. But the Church which bears the bur- 
dens of the school, furnishes it with workers, and has its affec- 
tionate interest in it, will find its authority respected and its 
wholesome discipline regarded as a privilege. 

2. On the other hand there are three duties of the Sunday school 
toward the Church. 

1.) To teach in harmony with its standards. The teaching in the 
class should be in accordance with that given from the pulpit; 
the doctrinal platform of the Church should be held by the 
school; and all the instruction should be in harmony with its 
principles. ; 

2.) To contribute to its power. The Church’s power is in its living 
members, and these should be constantly recruited through the 
Sunday school. The school should direct all its pupils toward 
the Church. ; 

3.) To co-operate with its several departments. The members of 

' the Sunday school, whether teachers or scholars, should be 
interested in all the spheres of the Church’s activity, should at- 
tend the public worship, should participate in the prayer meet- 
ing, should take part in its various activities, and should con- 
tribute to its benevolences. 


TEACHER-TRAINING LESSONS 137 


BLACKBOARD OUTLINE 


Dep. ins. 
Ex. mem. 
Evan. ag. 
. Sup. wor. 
Un. wk. 
Fos. conv. 
Sym. 
Supp. 
Super. 
Har. stan. 
Con. pow. 
Coop. dep. 


I. 
2. 
3- 
I 

2. 
3. 
I. 
2. 
3. 
I. 
2. 
3- 


REVIEW QUESTIONS 


Of what institution is the Sunday school a part? 

What is the relation between the Church and the Sunday school? 
Wherein does the Church need the Sunday school? 

What are the benefits of the Sunday school to those engaged in its work? 
Why does the Sunday school need the Church? 

What'’is said of ‘“‘union schools’’? 

When is the union school admissible? 

What are the duties of the Church to the Sunday school? 

What are the duties of the Sunday school to the Church? 


LESSON LX. THE ORGANIZATION OF THE SUNDAY 
SCHOOL 


1. All work in which any considerable number of people are united 
must have some form ef organization in order to obtain any satis- 
factory results. 

2. Organization does not create power, and the power of a Sunday 
school is not in its form of constitution, but in the energy of its workers. 
But organization condenses power, directs energy, and gives unity to 
work. 3 

3. Therefore the organization of the Sunday school is an important 
subject for our consideration. 

I. We notice the General Principles under which the school should 
be organized: 

1. The Supervision of the Church. The Church is the parent of the 
school, and should provide for its organization. 

2. Harmony with its Denominational System. The ideal Sunday 


138 TEACHER-TRAINING LESSONS 


school is a Church school, fraternal toward all other Churches aiid 
loyal to its own Church in its doctrines and methods of work. 

3. A Form of Constitution. There should be a brief but explicit 
statement of the working plan of the school, naming its objects, stating 
its officers, defining their duties, and declaring their terms of office and 
method of election. 

II. We name the Officers to be chosen, and suggest the method of 
their appointment. 

1. There should be a Superintendent, as the executive officer of the 
school. He should be chosen by the teachers and officers, with the ap- 
proval of the governing body of the local Church; and he should also 
b2 a member of that governing body. 

2. There should be an Associate Superintendent (more than one in a 
large school), to aid in the management, especially in supplying sub- 
stitutes for absent teachers and in assigning new scholars to classes. 
He should be nominated by the superintendent, subject to the ap- 
proval of the teachers and officers. 

3. There should also be a Department Superintendent for each of 
the departments named below, who should be nominated by the 
superintendent and approved by the Teachers’ Board. S 

4. There should be a Secretary, to keep the records and care for the 
literature of the school. He should be nominated by the superin- 
tendent, and elected by the teachers and officers. 

5. There should be a Treasurer, elected by the Teachers’ Board, to 
take charge of all moneys collected in the school, to report regularly 
on the condition of the treasury, and to pay out money on the order of 
the Teachers’ Board. 

6. There should be a Librarian, with power to choose his assistants, 
subject to the approval of the teachers and officers. 

7. The above-named officers, Superintendent, Associate Superin- 
tendent, Department Superintendents, Secretary, Treasurer, and JA- 
brarian, should together form a Cabinet, for conference and planning 
for the interests of the school. 

8. The Teachers should_be carefully selected by the superintendent, 
approved by the pastor, and, after at least a month of trial, elected by 
the body of officers and teachers. 

The above-named officers, with the teachers, should constitute the 
Teachers’ Board for all elections and the government of the school. 

The scholars should have no votes in the election of officers and 
teachers, though it is well to consult the senior classes in the appoint- 
ment of their teachers. 


TEACHER-TRAINING LESSONS 139 
BLACKBOARD OUTLINE 


Org. 1. Necessary. 2. Benefits. 3. Important. 
I. Gen. Prin. 1.Sup. Ch. 2. Har. Den. Sys. 3. For. Con. 
II. Off. 1.Sup. 2.Asso.Sup. 3.Dep.Sup. 4.Sec. 5. Treas. 
6: Lib. 4. Cab. 8. Téa. 


0 aan 
REVIEW QUESTIONS 


Why is organization necessary for work? 

What are the benefits of organization? 

What three principles should be provided for in the organization of the school? 
What should the constitution embrace? 

What officers are needed in the Sunday school? 

How should each officer be chosen! 

How should the teachers be chosen? 

Who should constitute the Cabinet of the school? 

Who should form the Managing Board of the school? 

Should the pupils vote in the selection of officers and teachers? 


LESSON LXI. THE GRADING OF THE SUNDAY SCHOOL 


I. There are seven general Departments to be recognized in the 
organization of the school. Beginning with the very youngest, there 
are the following: 

1. The Cradfe Rolf. The infant who is too young to attend the Sun- 
day school is enrolled as a member on the Cradle Roll. His name ap- 
pears on the list, which is framed and hangs in the Beginners’ room. 
Whenever gifts are made to the children, as at Christmas, one is sent 
to each member of the Cradle Roll. Thus from the beginning the 
Church and the Sunday school care for the little child. 

2. The Beginners’ Department. This consists of little children from 
three to six years old, who should be kept apart from the older primary 
children, and receive instruction suited to their age and understanding. 

3. The Primary Department, of children between six and nine years 
of age. In no case should they be received earlier than six or held 
after they are nine. 

4. The Junior Department, of four years, from nine to thirteen in- 
clusive. 

5. The Intermediate Department, from thirteen to seventeen years 
of age; the “boys and girls,”’ as distinguished from children. There 
may be exceptionally advanced pupils who might be promoted at 
fifteen, and there may be those who should wait longer than the age 


140 TEACHER-TRAINING LESSONS 


of sixteen; but the above are the years of the average pupil in this 
department. 

6. The Senior Department, consisting of young people between 
seventeen and twenty-four or twenty-five years of age. These may 
be organized in large classes including— 

1.) A class or classes for young women. 

2.) A class or classes for young men. If separate rooms can be 
provided, it is well to have all the young men in one class, 
thereby promoting a spirit of interest in the class. It is well 
to form this class into an “Organized Bible Class,’* in accord- 
ance with plans that may be obtained from most State Sunday 
School Associations. 

3.) A teacher-training class composed of young people who study 
(instead of the regular lesson or additional to it) a course of 
teacher-training or normal instruction, fitting them in due 
time to become teachers. 

7. The Adult Department, consisting of all who are above twenty- 
five years of age, organized into various classes, large classes being 
preferred. One of these classes should be known as a Reserve Class, 
from which substitutes and teachers may be obtained as needed. 
This class should study the lesson one week in advance of the rest of 
the school. 

8. The Home Department, consisting of students, young and old, 
who are unable to attend regularly, but study the regular lesson at 
home and are duly enrolled and recognized as members of the Sunday 
school. * 

II. We would call attention also to the System of Gradation which 
should be followed in the conduct of the school. 

1. There should be a fixed number of classes in each department. 
This number should be carefully determined upon, as proportioned to 
the size of the school, and should not be changed except upon mature 
consideration. For example, there should be a small number of large 
classes in the Senior Department, and scholars should be promoted 
from the lower classes on arriving at a certain age, in order tq keep the 
senior classes uniformly full. 

2. There should be systematic promotions from grade to grade. The 
basis of promotion should be partly that of age, partly that of intelli- 


1 Information concerning Teacher-training Classes, the Home Department, and the 
Graded Sunday School may be obtained by addressing any Sunday school publish- 
ing house; and in most states by addressing the secretary of the state Sunday School 
Association, 


TEACHER-TRAINING LESSONS 141 


gence, and it may or may not depend upon examination, as the school 
shall determine; but there should be some standard in the promotion, 
and it should be faithfully maintained. 

3. There should be annual and simultaneous promotions. That is, 
there should be set apart one day in the year as ‘“‘Promotion Sunday,”’ 
for which preparation should be made. On that day all changes should 
be made; a new class should be promoted from the Beginners to the 
Primary, from the Primary to the Junior, from the Junior to the In- 
termediate etc.; and pupils of the proper ages should leave their 
former teachers for new ones. 

4. With the promotion from one grade to another there should be a 
change of teachers. While the pupil is in one department he may re- 
main with the same teacher, who should be advanced with the class 
from ‘‘first year’ of the grade to ‘“‘second year,” etc. But when the 
scholar is promoted from one grade to another he should generally 
leave his teacher and enter ancther class, unless the teacher happens 
to be advanced at the same time to fill a vacancy. 

5. There should be teaching adapted to these several grades, both 
in the international lessons and in the supplemental studies, which 
should be carefully chosen and fitted to the several departments of the 
school. 


1H 


BLACKBOARD OUTLINE 


--= 


ie Dep wn Ci 23 bes Dep. 3. ert Dep), 45 Jun. Dep: 
5. Int, Dep. 6: sen. Dep. 2.) You. wom. 2.) You. m. 
3.) Tea.-train. 7. Ad. Dept. 8. Ho. Dep. 

Il. Sys.Grad. 1. Fix.num.cl. 2.Sys.prom. 3. Ann. sim. prom. 
4. Ch. tea. 5. Tea. adap. gra. 


ee 2 
REVIEW QUESTIONS 


What departments should be recognized in the Sunday school? 
Who should be members of the Cradle Roll? 

Who should be the Beginners? 

Who should constitute the Primary Department? 

Who should be members of the Junior Department? 

Who should belong to the Intermediate Department? 

What is the Senior Department? 

What is the Adult Department? 

What classes should be provided in the Senior Department? 
What is the Home Department? 

What principles should be observed in the system of gradation in the Sunday school? 
What is meant by “‘a fixed number of classes’’? 

What are systematic promotions? 

When should scholars generally change their teachers? 

When should promotions be made? 


'_ © 
As. 
* 


142 TEACHER-TRAINING LESSONS 


LESSON LXII. SUNDAY SCHOOL EVANGELISM 


1. The Church of Christ has as its chief purpose the salvation of 
souls, young and old, at home and abroad. 

2. The salvation of a soul in Christ is the realization of three aims: 
1.) Faith, or the surrender of the will to Christ. 2.) Righteousness, or 
a complete Christian character. 3.) Service, or active work for Christ. 

3. The Sunday school is an important department of the Church’s 
activity, and should hold the salvation of the souls under its care as — 
its chief aim, the aim for which the Sunday school exists. To keep 
this aim in view, and to accomplish it, is Sunday school evangelism. 

I. Notice the Opportunity of the Sunday school for the winning of 
souls: 

1. It has the people who may be won to Christ. The greatest diffi- 
culty in all practical efforts toward evangelism is to reach the people 
who are not already members of the Church; for between the church- 
going and the nonchurchgoing classes “‘there is a great gulf fixed.” 
But in every Sunday school, throughout all grades, there is a large 
proportion of people who have made no public profession of Christ. 
Through the Sunday school they can be reached with the Gospel. 

2. These people in the Sunday school are at the best age for evan- 
gelism. Most of them are young, and youth is the time when impres- 
sions are made most easily, when they are the most enduring, and 
when the best characters are formed. Compared with age, youth 
is easily won to Christ, and gives the best types of Christian character. 

3. The Sunday school has in its hands the weapon for soul-winning 
and character-building, the Holy Scriptures. What an advantage, 
in the effort for bringing a soul to Christ, to deal with one who has 
the Bible in his hands and is studying it! That opportunity the 
Sunday school possesses. : 

4. The Sunday school has the workers for carrying on the work of 
soul-winning in its teachers, a band of men and women who come 
into weekly personal contact with their scholars. It breaks up the 
mass of souls needing salvation into little groups, each under the 
care of a worker who knows them and can deal with them individually. 
Such is the opportunity of the Sunday school as an institution for 
winning souls to Christ. 

II. The Means and Methods of Accomplishing this Aim, the salva- 
tion of our pupils. 

1. There must be spiritual people as workers in the Sunday school, 


TEACHER-TRAINING LESSONS 143 


Its superintendent, officers, and teachers should all be men and 
women who have themselves entered into the new life in Christ; who 
possess the Holy Spirit in abundant measure; who recognize the 
salvation of the scholars as the great object of the Sunday school. 
A superintendent cannot point his school, or a teacher his class, to 
heights beyond those which he has himself attained. 

2. The teaching should be influenced by spiritual aims. We are not 
to drop our Bible lessons and turn the session of the school into a 
revival service; but we should teach the Bible, with all its history, its 
geography, its biography, its institutions, its doctrines, not in a cold 
spirit of scientific inquiry, with the direct purpose of making them 
subsidiary to the salvation of the scholar. 

3. There should be a right conception of the religious life to be ex- 
pected in our scholars. They are not “sinners,” living in the world, 
and with lives regardless of God’s law. They are largely in Christian 
homes, under religious influences, taught to pray and to do the will 
of God from childhood. “Conversion” to these means something very 
different from its meaning when godless men and women come to 
Christ. We are not to expect, and should not seek to promote emo- 
tional experiences or radical transformation of character, but the 
thoughtful, entire surrender of the will to Christ. 

4. At suitable times “Decision Day’ services should be held in the 
Sunday school; the scholars should be encouraged and urged to con- 
secrate themselves to the service of Christ; and they should receive 
careful training for after-membership in the Church. The Sunday 
school may thus become a constant feeder to the Church. 


BLACKBOARD OUTLINE 


E 
r. Pur. Ch. salv. sou. 2. Aims. 1.) Fai. 2.) Right. 3.) Ser. 
3. Aim of S. S.-evan. 
I. Opp. S. S. 1. Has peo. 2. Best age. 3. Has weap. 4. Has 
work. 
II. Means and Meth. 1. Spir. peo. work. 2. Tea. inf. by spir. 
aims. 3. Ri. con. rel. li. 4. Dec. D. ser. 


REVIEW QUESTIONS 


For what purpose does the Church with all its departments exist in the world? 

What is meant by the salvation of a soul? 

What should be the chief aim of the Sunday school? 

Wherein does the Sunday school enjoy a peculiar opportunity for winning its scholars 
to Christ? 

How is the Sunday school able to reach the people who need salvation? 


Wherein are those in the Sunday school peculiarly fitted by their age for being wot 
to Christ? 

What weapon is used in the Sunday school, adapted for soul-winning? 

How are the methods of the Sunday school fitted for evangelism? 

What four means and methods are suggested for evangelism in the Sunday school 

What kind of people should be workers in the Sunday school? 

What should be the character of Sunday school teaching? 

What is the true conception of the religious life of a child? 

What special services should be held to promote evangelism? 


144 TEACHER-TRAINING LESSONS 


s 


LESSON LXIII. REVIEW OF LESSONS ON THE SUNDAY 
SCHOOL 


I. What corresponded to the Sunday school in ancient times? 
II. Give the history of the Sunday school from the Reformation t« 
the present time. 
III. Give a definition of the Sunday schadl 
IV. For what purposes does the Church need the Sunday school ? 
V. For what purposes does the Sunday school need the Church ? 
VI. What are the duties of the Church to the Sunday school? 
VII. What are the duties of the Sunday school to the Church? — 
VIII. What are the principles to be observed in the organization o 
a Sunday school ? 
IX. What officers should be chosen, and how chosen ? 
X. How should the school be directed in its general policy ? 
XI. What departments should be recognized in the school ? 
XII. What should be the age of the pupils in each department ? 
XIII. What principles should be observed in the grading of the Sun 
day school? 
XIV. What has the Sunday school to do with the winning of it 
scholars to Christ? 
XV. Wherein does the Sunday schocl possess a specially adv. 
tageous opportunity for evangelism ? 
XVI. What means and methods may be employed in the Sunda 
school for the salvation of its scholars? 


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